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contentSEducational Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Sociology of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Global and Comparative Education . . . . . . . . . . . . . . . . . . . . . 17

Multicultural Education, Diversity, and Social Justice Education 20

Curriculum Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Qualitative Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Order form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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NEW TO ROUTLEDGE IN 2010!British Journal of Educational StudiesEditor: Professor James ArthurUniverisity of Birmingham, UKVolume 59, 2010, 4 issues per yearPrint ISSN: 0007-1005Online ISSN: 1467-8527www.tandf.co.uk/journals/rbje

Educational StudiesEditor: Derek CherringtonUniversity of Gloucestershire, UKVolume 36, 2010, 5 issues per yearPrint ISSN: 0305-5698Online ISSN: 1465-3400www.tandf.co.uk/journals/EdStudies

Multicultural PerspectivesEditor: Penelope L. LisiCentral Connecticut State UniversityVolume 12, 2010, 4 issues per yearPrint ISSN: 1521-0960Online ISSN: 1532-7892www.tandf.co.uk/journals/hmcp

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Educational Studies: A Journal of theAmerican Educational Studies Assoc.Editor: Rebecca A. MartusewiczEastern Michigan UniversityVolume 47, 2010, 6 issues per yearPrint ISSN: 0013-1946Online ISSN: 1532-6993www.tandf.co.uk/journals/heds

Irish Educational StudiesEditor: Dr. Dympna DevineUniversity College DublinVolume 29, 2010, 3 issues per yearPrint ISSN: 0332-3315Online ISSN: 1747-4965www.tandf.co.uk/journals/ies

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Educational Studies

FORTHCOMING

Foundations of EducationThe Essential Texts

Edited by Susan Semel, University of London, UK

Foundations of Education helps aspiring teachersinterpret the craft of teaching within the historical,philosophical, cultural, and social contexts ofeducation, both within and outside of, schools. Thisvolume contains substantial selections from thoseworks widely regarded as central to thedevelopment of the Foundations field. These are the”essential texts” that lay the basis of further studyfor any serious student of education. The text isorganized around the separate foundationsdisciplines politics, history, philosophy, sociology andincludes extended selections from the works ofHorace Mann and W.E.B. DuBois to contemporarythinkers like Michael Apple and Diane Ravitch. Acomprehensive introduction from noted scholarSusan Semel outlines the field of study andquestions for further study follow each selection tohighlight their continued importance and applicationto today’s most pressing educational issues.

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

NEW

Education, Epistemology andCritical RealismDavid Scott, University of London, UK

Series: New Studies in Critical Realism and Education

This book addresses fundamental questions inrelation to education and its epistemology. Theposition taken by the author is critical realist; andthus throughout the relationship between educationand critical realism is foregrounded. Themes andissues that surface at different times in the book are:a critical realist view of education research; aresolution of the quantitative/qualitative divide;criteria for judging the worth of educational textsand practices; differences between scientific andcritical realisms; empirical research methods ineducation; structure-agency relationships; pragmatistviews of educational research; foundations andparadigmatic differences; and educational critiqueand transformation.

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

NEW TEXTBOOK

2ND EDITION

The School in the United StatesA Documentary History

James W. Fraser, New York University, USA

In this second edition of The School in the UnitedStates: A Documentary History, James W. Fraseronce again provides the essential primarydocuments for a study of the history of education inthe United States. Consisting of expertly-chosenexcerpts from important educational documentsfrom the colonial era to the present, this updatededition features:

•additional material on Noah Webster’s Speller,McGuffey’s Reader, debates over black educationduring Reconstruction

•a new chapter on the emergence of high schooland the role of vocational education

•a new chapter on education in the Era of No ChildLeft Behind

•over a dozen black and white photos to furtherenhance students’ experience with the texts.

Each chapter begins with an introduction that placesthe selections into context and provides thenecessary background to the issues being discussed.Comprehensive enough to be used as a main text,but brief enough to be used alongside another, TheSchool in the United States remains an idealresource and textbook for any student and teacherof the history of education in the United States.

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

www.routledge.com/9780415802116

NEW

Habermas, Critical Theoryand EducationEdited by Mark Murphy, University of Chester, UKand Ted Fleming, National University of IrelandMaynooth, Ireland

Series: Routledge International Studies in thePhilosophy of Education

This book delivers a definitive contribution to theunderstanding of Habermas’ oeuvre as it applies toeducation. The authors examine Habermas’contribution to pedagogy, learning and classroominteraction; the relation between education, civilsociety and the state; forms of democracy, reasonand critical thinking; and performativity, auditcultures and accountability.

November 2009: 6 x 9: 240ppHb: 978-0-415-80617-6: $95.00eBook: 978-0-203-86489-0www.routledge.com/9780415806176

EDUCATIONAL STUDIES 1

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FORTHCOMING

Handbook of Research in the Social Foundations of EducationEdited by Steven Tozer, University of Illinois - Chicago, USA, Bernado P. Gallegos, National University, LosAngeles Campus, USA, Annette M. Henry, University of Washington, Tacoma, USA, Mary BushnellGreiner, 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 intwo 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’sscholars 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 thetheoretical lenses used to study the social contexts of education. Parts III, IV, and V demonstrate how thesetheoretical 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 wide-ranging, often misunderstood, and increasingly important field of study.

Key Features include:

Comprehensive – No other volume offers such a wide range of cross-disciplinary and theoreticalapproaches to inquiry and then demonstrates those approaches in applied research

Leading Scholarship – Chapter authors include the most established and recognized names in the fieldand dynamic young scholars

Contemporary focus – In-depth examinations of current cultural and technological changes incommunications media, youth culture, sexual orientations, and the environment

Globalization focus – Authors examine the causes and consequences of globalization in contemporary lifefrom various perspectives.

Appropriate as a reference volume not only for those in the social foundations of education but also forscholars interested in the cultural contexts of teaching and learning (formal and informal). It is alsoappropriate 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 11Hb: 978-0-8058-4211-1: $295.00Pb: 978-0-8058-4212-8: $114.95eBook: 978-0-203-87483-7www.routledge.com/9780805842128

NEW TEXTBOOK

4TH EDITION

Political Agendas for EducationFrom Change We Can Believe in to PuttingAmerica First

Joel Spring, Queens College/City University of NewYork, USA

Series: Sociocultural, Political, and Historical Studiesin Education

Bringing up-to-date JoelSpring’s ongoingdocumentation and analysisof political agendas foreducation in the US, thefourth edition focuses on theRepublican and Democraticparties in the 2008 nationalelection and post-2008election era. In order toconsider the similarities anddifferences in the evolution of

the Republican and Democratic education agendas,this edition includes updated and new chapters onthe Democratic education agenda, and updateddiscussions of the Republican education agenda.Changes in the fourth edition:

•relates previous Democratic education policies toPresident Obama’s concerns with the globaleconomy and human capital theory

•highlights how Democrats came to support NoChild Left Behind as a solution to civil rights issuesrelated to schooling and Obama’s quest to closethe achievement gap

•deals with the Democratic side of the culture warsdividing the two political parties, particularlyregarding multicultural education and languageissues

•includes a completely new chapter on ”TeacherAgendas: Republicans and Democrats”

•shows how the education agendas from the 2008campaign of John McCain and Sarah Palin arecompatible with previous Republican desires toprotect socially conservative values in schools.

Political Agendas for Education is essential readingfor courses dealing with the politics of education,foundations of education, educational leadership,and curriculum studies, and for educational scholars,professionals, policymakers, and all those concernedwith the politics of education in the US and itsconsequences for schools and society.

October 2009: 6 x 9: 208ppHb: 978-0-415-80642-8: $135.00Pb: 978-0-415-80643-5: $32.95eBook: 978-0-203-86625-2

• AVAILABLE AS A COMPLIMENTARY COPYwww.routledge.com/9780415806435

NEW

Education and Climate ChangeLiving and Learning in Interesting Times

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

Series: Routledge Research in Education

There is widespreadconsensus in the internationalscientific community thatclimate change is happeningand that abrupt andirreversible impacts arealready in motion. In thisvolume, contributors reviewand reflect upon sociallearning from and within theirfield of educational expertisein response to the concerns

over climate change.

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

FORTHCOMING

Beauty and EducationJoe Winston, University of Warwick, UK


Beauty is something we value instinctively. We find itin art and in nature, in words, images and ideas,seeking it through our senses and through ourintellect, in others and in ourselves. This book seeksto re-awaken educators to the power of beauty asan educational concept, to its relevance for schoolsand the current needs of students and teachers.Drawing upon a range of practical examples, JoeWinston considers the nature and meaning of theexperience of beauty, analysing its cognitive,affective and moral energies in order to demonstratehow beauty can provide young minds with some oftheir most powerful educational experiences.Incorporating examples across the curriculum at alllevels of schooling, Winston argues that a dueconsideration of beauty in education can addresssome of the more fundamental problems thatcontinue to bedevil policy and practice. With itsclarity of style and wealth of practical examples, itwill be of great interest to academics, teachers andeducation students at graduate and postgraduatelevel.

February 2010: 6 x 9: 128ppHb: 978-0-415-99490-3: $95.00www.routledge.com/9780415994903

NEW

Teaching Critical ThinkingPractical Wisdom

bell hooks

In Teaching Critical Thinking,renowned cultural critic andprogressive educator bellhooks addresses some of themost compelling issues facingteachers in and out of theclassroom today.

In a series of short, accessible,and enlightening essays,hooks explores theconfounding and sometimescontroversial topics that

teachers and students have urged her to addresssince the publication of the previous best-sellingvolumes in her Teaching series, Teaching toTransgress and Teaching Community. The issues arevaried and broad, from whether meaningfulteaching can take place in a large classroom settingto confronting issues of self-esteem. One professor,for example, asked how black female professors canmaintain positive authority in a classroom withoutbeing seen through the lens of negative racist, sexiststereotypes. One teacher asked how to handle tearsin the classroom, while another wanted to knowhow to use humor as a tool for learning.

Addressing questions of race, gender, and class inthis work, hooks discusses the complex balance thatallows us to teach, value, and learn from workswritten by racist and sexist authors. Highlighting theimportance of reading, she insists on the primacy offree speech, a democratic education of literacy.Throughout these essays, she celebrates thetransformative power of critical thinking. This isprovocative, powerful, and joyful intellectual work. Itis a must read for anyone who is at all interested ineducation today.

September 2009: 6 x 9: 208ppHb: 978-0-415-96819-5: $125.00Pb: 978-0-415-96820-1: $24.95eBook: 978-0-203-86919-2www.routledge.com/9780415968201

EDUCATIONAL STUDIES2

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Educational Theories, Cultures andLearningA Critical Perspective

Edited by Harry Daniels, Hugh Lauder andJill Porter, all at University of Bath, UK

Series: Critical Perspectives on Education

Educational Theories, Culturesand Learning focuses on howeducation is understood indifferent cultures, the theoriesand related assumptions wemake about learners andstudents and how we thinkabout them, and how we canunderstand the principleactors in education–learnersand teachers.


Knowledge, Values and EducationalPolicyA Critical Perspective

Edited by Harry Daniels, Hugh Lauder andJill Porter, all at University of Bath, UK

Series: Critical Perspectives on Education

Knowledge, Values andEducational Policy focuses onwhat schools are for andwhat should be taught inthem, how learning ispossible across boundaries,and issues of diversity andequity. Finally policies andpractices relating to schoolsare considered.


Transforming ThinkingPhilosophical Inquiry in the Primary andSecondary Classroom

Catherine C. McCall, University of Strathclyde, UK

Essential reading for anyonewho seeks to prepare activecitizens for the twenty-firstcentury, this long-awaitedbook considers PhilosophicalInquiry, an empoweringteaching method that canlead to significantimprovements in confidenceand articulacy, and producepositive effects in other schoolactivities and in interactions in

the wider world.

Readers are guided through the creation of aCommunity of Philosophical Inquiry (CoPI) in thekindergarten, the classrooms of primary andsecondary schools, the community centre andbeyond, with practical ideas to make CoPI work.With examples ranging from five year old children tounderachieving teenagers, and even senior citizens,the book shows how participation in a CoPIdevelops:

•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 developmentof Philosophical Inquiry, the creation of acommunity, and using CoPI with groups of differentages, this book forms essential reading for teachers,professionals, and community workers.

March 2009: 6-1/4 x 9-1/4: 240ppPb: 978-0-415-47668-3: $35.95www.routledge.com/9780415476683

Contemporary Theories of LearningLearning Theorists in Their Own Words

Edited by Knud Illeris, Danish University ofEducation

In this definitive collection oftoday’s most influentiallearning theorists, sixteenworld-renowned expertspresent their understanding ofwhat learning is and howhuman learning takes place.

Knud Illeris has collectedchapters that explain both thecomplex frameworks in whichlearning takes place and thespecific facets of learning,

such as the acquisition of learning content, personaldevelopment, and the cultural and social nature oflearning processes. Each international expertprovides either a seminal text or an entirely newprécis of the conceptual framework they havedeveloped over a lifetime of study.

Elucidating the key concepts of learning,Contemporary Theories of Learning provides boththe perfect desk reference and an ideal introductionfor students. It will prove an authoritative guide forresearchers and academics involved in the study oflearning, and an invaluable resource for all thosedealing with learning in daily life and work. Itprovides a detailed synthesis of current learningtheories … all in the words of the theoriststhemselves.

The theories of: Knud Illeris, Peter Jarvis, RobertKegan, Yrjö Engeström, Bente Elkjaer, Jack Mezirow,Howard Gardner, Peter Alheit, John Heron, MarkTennant, Jerome Bruner, Robin Usher, Thomas Ziehe,Jean Lave, Etienne Wenger, Danny Wildemeerschand Veerle Stroobants.

January 2009: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-47343-9: $150.00Pb: 978-0-415-47344-6: $37.95eBook: 978-0-203-87042-6





Philosophy of EducationThe Essential Texts

Edited by Steven M. Cahn, The City University ofNew York, USA

Philosophy of Education is astudy both of the aims ofeducation and the mostappropriate means ofachieving those aims. Thisvolume contains substantialselections from those workswidely regarded as central tothe development of the field.These are the “essentialtexts” that lay the foundationfor 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-centurythinkers (Whitehead, Dewey). Each selection isfollowed by an extended interpretative essay inwhich a noted authority of our time highlightsessential points from the readings and places themin a wider context.

Exhibiting both breadth and depth, this text is idealas a reader for courses in philosophy of education,foundations of education, and the history of ideas.

January 2009: 7 x 10: 512ppHb: 978-0-415-99755-3: $150.00Pb: 978-0-415-99440-8: $46.95• AVAILABLE AS A COMPLIMENTARY COPYwww.routledge.com/9780415994408

Visible LearningA Synthesis of Over 800 Meta-Analyses Relatingto Achievement

John Hattie, University of Auckland, New Zealand

”It is perhaps education’s equivalent to thesearch for the Holy Grail–or the answer to life,the universe and everything.” –Times EducationalSupplement, November 21, 2008

This unique and ground-breaking book is the result offifteen years research andsynthesises over 800 meta-analyses on the influences onachievement in school-agedstudents. It builds a storyabout the power of teachers,feedback, and a model oflearning and understanding.The research involves manymillions of students and

represents the largest ever evidence based researchinto what actually works in schools to improvelearning. Areas covered include the influence of thestudent, home, school, curricula, teacher, andteaching strategies. A model of teaching andlearning is developed based on the notion of visibleteaching and visible learning.

2008: 6-3/4 x 9-3/4: 392ppHb: 978-0-415-47617-1: $160.00Pb: 978-0-415-47618-8: $47.95eBook: 978-0-203-88733-2www.routledge.com/9780415476188

Creating and Sustaining Arts-BasedSchool ReformThe A+ Schools Program

George W. Noblit, University of North Carolina atChapel Hill, USA, H. Dickson Corbett andBruce L. Wilson, both at Wilson Corbett Associatesand Monica B. McKinney, Meredith College, USA

This comprehensive,longitudinal analysis of arts ineducation initiatives, based onthe A+ School Program,discusses the political, fiscal,and curricular implicationsinherent in taking the artsseriously and offers a modelfor implementation andevaluation that can be widelyadapted in other schools andschool districts.

2008: 6 x 9: 208ppHb: 978-0-8058-6150-1: $135.00Pb: 978-0-8058-6149-5: $41.95eBook: 978-0-203-88735-6www.routledge.com/9780805861495

NEW

Science, Society and SustainabilityEducation and Empowerment for an UncertainWorld

Edited by Donald Gray and Laura Colucci-Gray,both at University of Aberdeen, UK and ElenaCamino, Accademia Albertina, Italy


Recent work in science andtechnological studies hasprovided a clearerunderstanding of the way inwhich science functions insociety and theinterconnectedness amongdifferent strands of science,policy, economy, andenvironment. It is wellacknowledged that a differentway of thinking is required in

order to address problems facing the globalcommunity, particularly in relation to issues of riskand uncertainty, which affect humanity as a whole.However, approaches to education in science tendto perpetuate an outmoded way of thinking that isincommensurable with preparing individuals forparticipation and decision-making in an uncertain,complex world. Drawing on experiences ofinterdisciplinary dialogue and practice in a highereducation context, this book illustrates howreformulating the agenda in science and technologycan have a revolutionary impact on learning andteaching in the classroom at all levels. Thisexceptional study will interest scholars in Education,Science, Technology, and Society, and those lookingto further deliberative democracy and civicparticipation in their students.

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

TEXTBOOK

3RD EDITION

Education and Social ChangeContours in the History of American Schooling

John L. Rury, University of Kansas, USA

In this brief, interpretivehistory of American schooling,John L. Rury focuses on theevolving relationship betweeneducation and social change.This revised edition considersthe impact of social forcessuch as industrialization,urbanization, immigration andcultural conflict on thedevelopment of schools andother educational institutions.

It also examines the various ways that schools havecontributed to social change, particularly inenhancing the status and accomplishments ofcertain social groups and not others. Detailedaccounts of the experiences of women and minoritygroups in American history consider how their liveshave been affected by education.

2008: 6 x 9: 288ppHb: 978-0-415-99564-1: $135.00Pb: 978-0-415-99544-3: $39.95eBook: 978-0-203-88841-4


Creating a Learner-centred PrimaryClassroomLearner-centered Strategic Teaching

Kath Murdoch and Jeni Wilson, both at Universityof Melbourne, Australia

Creating a Learner-centredPrimary Classroom is anessential resource to improveteaching practice, examiningthe key elements thatcontribute to a learner-centred classroom andoffering strategies toencourage children to take ashared role in their learning.

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




TEXTBOOK

The American TeacherFoundations of Education

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

The American Teacher is acomprehensive educationfoundations text with anemphasis on the historicalcontinuity of educationalissues and their practicalapplication in the classroom.Aspiring teachers enter theclassrooms with an innateoptimism, and the challengeof The American Teacher is toengage them and to provide

meaningful direction to channel their idealism.

2008: 7 x 10: 352ppHb: 978-0-415-96386-2: $140.00Pb: 978-0-415-96387-9: $44.95eBook: 978-0-203-89512-2

•AVAILABLE AS A COMPLIMENTARY COPYwww.routledge.com/9780415963879

TEXTBOOK

4TH EDITION

American EducationA History

Jennings L. Wagoner, Jr., University of Virginia,USA and Wayne J. Urban, University of Alabama,USA

American Education: AHistory is a comprehensive,highly-regarded history ofAmerican education from pre-colonial times to the present.Chronologically organized, itprovides an objective overviewof each major period in thedevelopment of Americaneducation, setting thediscussion against the broaderbackdrop of national and

world events. The first text to explore NativeAmerican traditions (including education) prior tocolonization, it also offers strong, ongoing coverageof minorities and women.

Key features include:

•balanced perspective – the authors providecontrasting views of American educationaltraditions, reforms, and theories in order tomaintain a balanced view of events.

•pre-colonial focus – a unique and much praisedopening chapter discusses the educationaltraditions of Native Americans and the two-waylearning exchanges that occurred between twodistinct ’old world’ cultures.

•readability – reviewers have labeled this the ’bestwritten text on the market’ in terms of style, clarityand interest.

•changes – the fourth edition will include morevisual illustrations as well as substantial newmaterial.

2008: 6-1/8 x 9-1/4: 496ppPb: 978-0-415-96529-3: $54.95eBook: 978-0-203-87224-6


2ND EDITION

Critical Perspectives on Harry PotterEdited by Elizabeth E. Heilman, Michigan StateUniversity, USA

This thoroughly revisededition includes updatedessays on cultural themes andliterary analysis, and its newessays analyze the full scopeof the seven-book series asboth pop culturalphenomenon and as a set ofliterary texts. CriticalPerspectives on Harry Potterdraws on a wider range ofintellectual traditions to

explore the texts, including moral-theologicalanalysis, psychoanalytic perspectives, and philosophyof technology. The Harry Potter novels engage thesocial, cultural, and psychological preoccupations ofour times, and Critical Perspectives on Harry Potterexamines these worlds of consciousness and culture,ultimately revealing how modern anxieties andfixations are reflected in these powerful texts.

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

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

2ND EDITION

Philosophy of Education: The KeyConceptsJohn Gingell, University of Northampton, UK andChristopher Winch, Kings College, University ofLondon, UK

Series: Routledge Key Guides

This new edition ofPhilosophy of Education: TheKey Concepts is an easy touse A-Z guide summarizing allthe key terms, ideas, andissues central to the study ofeducational theory today. Fullyupdated, the book is cross-referenced throughout andcontains pointers to furtherreading, as well as newentries on such topics as:

Liberalism, Capability, Well-being, Patriotism,Globalisation, Open-mindedness, Creationism, andIntelligent Design.

Comprehensive and authoritative this highlyaccessible guide provides all that a student, teacheror policy-maker needs to know about the latestthinking on education in the twenty-first century.





Education and Hope in TroubledTimesVisions of Change for Our Children’s World

Edited by H. Svi Shapiro, University of NorthCarolina at Greensboro, USA

Education and Hope inTroubled Times bringstogether a group of the bestand most creative educationalthinkers to reflect on thepurpose and future of publiceducation. These originalessays by leading social andeducational commentators inNorth America attempt toarticulate a new vision foreducation, especially public

education, and begin to set an alternative direction.This is a time of crisis, but also of renewedpossibility – one that offers the opportunity toradically reconsider what is the meaning ofeducation for a generation that will bear the bruntof grappling with the extraordinary dangers andchallenges we confront today. At its core thisvolume questions what will it mean to be aneducated human being in the twenty-first centurycompelled to confront and address so much thatthreatens the very basis of a decent and hopefulhuman existence. Carrying forward a project ofredefining and reshaping public discourse oneducation in the US, it is a critical catalyst and focusfor re-thinking public policy on education.

March 2009: 6 x 9: 304ppHb: 978-0-415-99425-5: $135.00Pb: 978-0-415-99426-2: $44.95eBook: 978-0-203-88185-9www.routledge.com/9780415994262

Reclaiming Education forDemocracyThinking Beyond No Child Left Behind

Paul Shaker, Simon Fraser University, Canada andElizabeth E. Heilman, Michigan State University,USA

This book subjects theprophets and doctrines ofeducational neoliberalism toscrutiny in order to provide arationale and vision for publiceducation beyond the limitsof No Child Left Behind. Theauthors combine a history ofrecent education policy withan in-depth analysis of theorigins of such policy and itsimpact on professional

educators.


NEW

Critical Pedagogies of ConsumptionLiving and Learning in the Shadow of the’Shopocalypse’

Edited by Jennifer A. Sandlin, Arizona StateUniversity, USA and Peter McLaren, University ofCalifornia, Los Angeles, USA

Distinguished internationalscholars from a wide range ofdisciplines (includingcurriculum studies,foundations of education,adult education, highereducation, and consumereducation) come together inthis book to exploreconsumption and its relationto learning, identitydevelopment, and education.

Readers will learn about a variety of ways in whichlearning and education intersect with consumption.This volume is unique within the literature ofeducation in its examination of educational sites –both formal and informal – where learners andteachers are resisting consumerism and enacting acritical pedagogy of consumption.

October 2009: 6 x 9: 304ppHb: 978-0-415-99789-8: $140.00Pb: 978-0-415-99790-4: $44.95eBook: 978-0-203-86626-9www.routledge.com/9780415997904

Globalization of EducationAn Introduction


Continuing Joel Spring’sreportage and analysis of theintersection of global forcesand education, this text offersa comprehensive overviewand synthesis of currentresearch, theories, and modelsrelated to the topic. Springintroduces readers to theprocesses, institutions, andforces by which schooling hasbeen globalized and examines

the impact of these forces on schooling in localcontexts.

Designed for courses on globalization andeducation, international and comparative education,educational foundations, multicultural education,and educational policy, the text is written in a clearnarrative style to engage readers in thoughtfulconsideration of topics discussed.

2008: 6 x 9: 264ppHb: 978-0-415-98946-6: $125.00Pb: 978-0-415-98947-3: $29.95eBook: 978-0-203-88685-4•AVAILABLE AS A COMPLIMENTARY COPYwww.routledge.com/9780415989473

Minority Status, OppositionalCulture, & SchoolingEdited by John U. Ogbu, formerly of University ofCalifornia, Berkeley, USA

This book is the definitive andfinal presentation of John U.Ogbu’s cultural ecologicalmodel and the many debatesthat his work has sparkedduring the past decade.Organized as a dialoguebetween John Ogbu and thescholarly community, it isessential reading for anyoneinterested in the study of theacademic achievement gap.


VOLUME II

Indigenous Educational Models forContemporary PracticeIn Our Mother’s Voice, Volume II

Edited by Maenette Kape’ahiokalani Padeken AhNee- Benham, Michigan State University, USA

The book challenges teachers,researchers, educationalleaders, and communitystakeholders to build dynamiclearning environmentsthrough which indigenouslearners can be ”BoldlyIndigenous in a GlobalWorld!” It honors the wisdomof ancestors, highlights thediversity of indigenous stories,and illuminates the passion of

forward-looking scholars.





Series: Sociocultural, Political, and Historical Studies in Education

Series Editor: Joel Spring

2ND EDITION

Knowledge and Power in theGlobal EconomyThe Effects of School Reform in aNeoliberal/Neoconservative Age

Edited by David Gabbard, East Carolina University,USA

The second edition of Knowledge and Power in theGlobal Economy examines how neoliberal andneoconservative policies are working in tandem toprivatize and commercialize public schools. It looksat how these policies and the agendas behind themhave impacted the internal dynamics of schoolmanagement, teaching, and learning, as well ashow they have transformed the external dynamicsof education from a public good or service offeredto serve public interests to a private enterpriseprimarily serving private interests.


TEXTBOOK

4TH EDITION

The Intersection of CulturesMulticultural Education in the United States andthe Global Economy


This book offers a unique, problem-solving approachto the complex issues involved in educatingculturally and linguistically diverse students. Aparticular focus in this edition is the current globalmigration of peoples, and the tension between localand global cultures. Perfect for any course devotedwholly or in part to the study of multiculturaleducation, all chapters include model multiculturallessons for elementary through college classes.

And conclude with ”Personal Frames of Reference”section designed to engage students in relatingmulticulturalism to their own lives.

2007: 6 x 9: 336ppPb: 978-0-8058-6139-6: $41.95eBook: 978-1-4106-1494-0


A New Paradigm for GlobalSchool SystemsEducation for a Long and Happy Life

Joel Spring, City University of New York/QueensCollege, USA

This volume offers a new paradigm for global schoolsystems. Education for global economic competitionis the prevailing goal of most national schoolsystems. Joel Spring argues that recent internationalstudies by economists, social psychologists, andothers on the social factors that support subjectivewell-being and longevity should serve as a call toarms to change education policy; the currentindustrial-consumer paradigm is not supportive ofeither happiness or long life.


Textbook

3RD EDITION

Wheels in the HeadEducational Philosophies of Authority, Freedom,and Culture from Confucianism to Human Rights


In this popular text Joel Spring provocativelyanalyzes the ideas of traditional and non-traditionalphilosophies from Confucianism to human rightsregarding the contribution of education to thecreation of a democratic society. The goal is toexplore how governments use education to controland manage their populations, and to examineforms of education that claim to free people fromauthoritarian control. A critically original work, nowin its third edition, it is widely used as a text forcourses on philosophical, social, political, andhistorical foundations of education, and criticalissues in education.

2007: 6 x 9: 272ppHb: 978-0-8058-6132-7: $130.00Pb: 978-0-8058-6133-4: $36.95eBook: 978-0-203-385718-2


2ND EDITION

A Student’s Guide to EducationStudies

Edited by Stephen Ward,Bath Spa University, UK

Written specifically forstudents on Education Studiescourses, yet also relevant forstudents on teacher trainingcourses, A Student’s Guide toEducation Studies (originallypublished as EducationStudies: A Student’s Guide)covers a diverse range oftopics and issues. With a

revised structure, new chapters, and fully updatedcontent, this second edition continues to introducealternative visions of education theory and practice.

The chapters are divided between three sections:Education Policy and Politics; Global andEnvironmental Education; and Learning, Knowledgeand the Curriculum.

Each chapter contains introductions, summarypoints, questions for discussion, and annotatedsuggestions for further reading.

With a distinctive international and global focus, AStudent’s Guide to Education Studies continues tobe a valuable resource for all students of EducationStudies as well as students on initial teacher trainingcourses.

2008: 6-3/4 x 9-3/4: 216ppPb: 978-0-415-46537-3: $42.50





Series: Sociocultural, Political, and Historical Studies in Education

Series Editor: Joel Spring

WantMore Information

on a Book?Visit the direct URL found at thebottom of each title description

Researching History EducationTheory, Method, and Context

Linda S. Levstik, University of Kentucky, USA andKeith C. Barton, Indiana University, USA

Researching History Educationcombines a selection of LindaS. Levstik’s and Keith C.Barton’s previous work onteaching and learning historywith their reflections on theprocess of research. Thesestudies address students’ideas about time, evidence,significance, and agency, aswell as classroom contexts ofhistory education and broader

social influences on students’ and teacher’s thinking.


Small SchoolsPublic School Reform Meets the OwnershipSociety

Michael Klonsky, Director of the Center forInnovative Schools, USA and Susan Klonsky, SmallSchools Workshop, USA

Series: Positions: Education, Politics, and Culture

Michael and Susan Klonskytell the story of how apromising model of creatingsmall schools has been usedby the neocons to reproduceold inequities. This is the storyof what happens when thesmall-schools movementmeets the Ownership Society.

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

Civic Education for Diverse Citizensin Global TimesRethinking Theory and Practice

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 ofUS society; re-examining these notions in anincreasingly interconnected global context; re-considering the ways that civic education isresearched and practiced; and taking stock of wherewe are currently through use of an historicalunderstanding of civic education.

2007: 6 x 9: 296ppHb: 978-0-8058-5159-5: $95.00eBook: 978-1-4106-1629-6www.routledge.com/9780805851595

Cosmopolitanism and the Age ofSchool ReformScience, Education, and Making Society byMaking the Child

Thomas S. Popkewitz, University of Wisconsin-Madison, USA

Thomas S. Popkewitz highlights how policies thatinclude ”all children” and leave “no child behind”are rooted in a philosophy of cosmopolitanism notjust in salvation themes of human agency, freedom,and empowerment, but also in the processes ofabjection and the differentiation of thedisadvantaged, urban, and child left behind as”Other.” This groundbreaking text explores thedramatic history and politics of schooling inpedagogy, teacher education, and research.


What Is Authentic EducationalReform?Pushing Against the Compassionate ConservativeAgenda

Edited by Helen L. Johnson and Arthur Salz, bothat Queens College, City University of New York, USA

Challenging the compassionate conservative agendafor educational reform – an agenda which seeks toimprove American education through a businessmodel focused on scripted lessons, lock-stepapproaches to teaching, high stakes-testing, andrigid accountability measures – this book critiquesthe assumptions of this agenda, examining theproblems that have riddled its implementation inschools, and suggesting constructive alternatives.


Making MindsWhat’s Wrong with Education - and WhatShould We Do about It?

Paul Kelley, Monkseaton Language College, UK

Inciting debate, this book gives a controversialcritique of our education systems. It maintains anupbeat message that things can change for thebetter and clearly outlines what can be done toimprove children’s learning.





Unequal By DesignHigh-Stakes Testing and the Standardization ofInequality

Wayne Au, California State University, USA

Unequal By Design criticallyexamines high-stakesstandardized testing in orderto illuminate what is really atstake for students, teachers,and communities negativelyaffected by such testing. Thisthoughtful analysis tracesstandardized testing’s originsin the Eugenics and SocialEfficiency movements of thelate nineteenth and early

twentieth century through its current use as thecentral tool for national educational reform via NoChild Left Behind. By exploring historical, social,economic, and educational aspects of testing,Wayne Au demonstrates that these tests are notonly premised on the creation of inequality, but thattheir structures are inextricably intertwined withsocial inequalities that exist outside of schools.


Advocacy LeadershipToward a Post-Reform Agenda in Education

Gary L. Anderson, New York University, USA

In this timely and importantnew book, Gary L. Andersonprovides a devastating critiqueof why a managerial role foreducational leaders iscounterproductive, especiallyfor improving opportunitiesfor low-income students andstudents of color, and insteadproposes ways of re-theorizing educationalleadership to emphasize its

advocacy role. Advocacy Leadership lays out a post-reform agenda that moves beyond the neo-liberal,competition framework to define a newaccountability, a new pedagogy, and a newleadership role definition. Drawing on personalnarrative, discourse analysis, and interdisciplinaryscholarship, Anderson delivers a compellingargument for the need to move away from currentinauthentic and inequitable approaches to schoolreform in order to jump-start a conversation aboutan alternative vision of education today.


Race, Whiteness, and EducationZeus Leonardo, University of California, USA

In the colorblind era of Post-Civil Rights America, race isoften wrongly thought to beirrelevant or, at best, aproblem of racist individualsrather than a systemiccondition to be confronted.Race, Whiteness, andEducation interrupts thisdangerous assumption byreaffirming a criticalappreciation of the central

role that race and racism still play in schools andsociety. Author Zeus Leonardo’s conceptualengagement of race and whiteness asks questionsabout its origins, its maintenance, and envisages itsfuture. This book does not simply rehearseexhausted ideas on the relationship among race,class, and education, but instead offers new ways ofunderstanding how multiple social relations interactwith one another and of their impact in thinkingabout a more genuine sense of multiculturalism. Byasking fundamental questions about whiteness inschools and society, Race, Whiteness, and Educationgoes to the heart of race relations and the commonsense understandings that sustain it, thus painting aclearer picture of the changing face of racism.


Market MovementsAfrican American Involvement in School VoucherReform

Thomas C. Pedroni, Oakland University, USA

Through careful ethnographic research, MarketMovements represents community leaders, schoolofficials, and most importantly, African Americanworking class families who have used vouchers as ameans of removing their children from publicschools they deemed unacceptable. The book worksto discern the overlaps and tensions between theeducational visions of African American voucherfamilies and those of powerful conservativeeducational forces in US society which purport to beallied with them.

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




Critical Social Thought Series

Series Editor: Michael W. Apple

WINNER OF THE 2009 EXEMPLARY RESEARCH INSOCIAL STUDIES AWARD

Controversy in the ClassroomThe Democratic Power of Discussion

Diana E. Hess, University of Wisconsin-Madison, USA

In a conservative educational climate that is dominated by policies like No Child LeftBehind, one of the most serious effects has been for educators to worry about thepolitics of what they are teaching and how they are teaching it. As a result, manydedicated teachers choose to avoid controversial issues altogether in preference for“safe” knowledge and “safe” teaching practices. Diana E. Hess interrupts thisdangerous trend by providing readers a spirited and detailed argument for whycurricula and teaching based on controversial issues are truly crucial at this time.Through rich empirical research from real classrooms throughout the nation, shedemonstrates why schools have the potential to be particularly powerful sites fordemocratic education and why this form of education must include sustainedattention to authentic and controversial political issues that animate politicalcommunities. The purposeful inclusion of controversial issues in the school curriculum,

when done wisely and well, can communicate by example the essence of what makes communitiesdemocratic while simultaneously building the skills and dispositions that young people will need to live inand improve such communities.

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

Black Literate LivesHistorical and Contemporary Perspectives

Maisha T. Fisher, Emory University, USA

This book offers an innovativeapproach to understandingthe multi-dimensionalperspectives of Black literatelives in the US It demonstratesthe ways that ”minority”groups keep their practicesalive inside and outside ofeducational institutions, evenwhen these groups areoppressed.


Critical Perspectives on bell hooksEdited by Maria del Guadalupe Davidson,Oklahoma University, USA and George Yancy,Duquesne University, USAt

Although bell hooks has longchallenged the dominantparadigms of race, class, andgender, there has never beena comprehensive bookcritically reflecting upon thisseminal scholar’s body ofwork. Her written works aimto transgress and disruptthose codes that excludeothers as intellectuallymediocre, and hooks’

challenge to various hegemonic practices has heavilyinfluenced scholars in numerous areas of inquiry.This important resource thematically examineshooks’ works across various disciplinary divides,including her critique on educational theory andpractice, theorization of racial construction,dynamics of gender, and spirituality and love ascorrectives in postmodern life. Ultimately, this bookoffers a fresh perspective for scholars and studentswanting to engage in the prominent work of bellhooks, and makes available to its readers the fullsignificance of her work. Compelling andunprecedented, Critical Perspectives on bell hooks isa must-read for scholars, professors, and studentsinterested in issues of race, class, and gender.

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

Hidden MarketsThe New Education Privatization

Patricia Burch, University of Wisconsin-Madison,USA

Across the US, test publishers,software companies, andresearch firms are swarmingto take advantage of therevenues made available bythe No Child Left Behind Act.In effect, the educationindustry has assumed acentral place in the day-to-daygovernance andadministration of publicschools a trend that has gone

largely unnoticed by policymakers or the press untilnow. Drawing on analytic tools, Hidden Marketsexamines specific domains that the educationindustry has had particular influence on homeschooling, remedial instruction, managementconsulting, test development, data management,and staff development. Patricia Burch’s analysisdemonstrates that only when we subject theeducation industry to systematic and in-depth criticalanalysis can we begin to demand more corporateaccountability and organize to halt the slide ofeducation funds into the market.

January 2009: 6 x 9: 200ppHb: 978-0-415-95566-9: $130.00Pb: 978-0-415-95567-6: $36.95eBook: 978-0-203-88394-5www.routledge.com/9780415955676

Rightist MulticulturalismCore Lessons on Neoconservative School Reform

Kristen L. Buras, Emory University, USA

In this groundbreaking book,Kristen L. Buras provides thefirst detailed, criticalexamination of the CoreKnowledge movement andexplores the history andcultural politics underlyingneoconservative initiatives ineducation.

2008: 6 x 9: 240ppHb: 978-0-415-96264-3: $140.00Pb: 978-0-415-96265-0: $34.95

eBook: 978-0-203-93186-8www.routledge.com/9780415962650

Sociology of Education

NEW

The Routledge InternationalHandbook of the Sociology ofEducationEdited by Michael W. Apple, University ofWisconsin, USA, Stephen J. Ball, University ofLondon, UK and Luis Armando Gandin, FederalUniversity of Rio Grande do Sul, Brazil

This collection brings togethermany of the world’s leadingsociologists of education toexplore and address key issuesand concerns within thediscipline. The chapters drawupon theory and research toprovide new accounts ofcontemporary educationalprocesses, global trends, andchanging and enduring formsof social conflict and social

inequality.

The research, conducted by leading internationalscholars in the field, indicates that two complexlyinterrelated agendas are discernible in the heat andnoise of educational change over the past twenty-five years. The first rests on a clear articulation bythe state of its requirements of education. Thesecond promotes at least the appearance of greaterautonomy on the part of educational institutions inthe delivery of those requirements. The RoutledgeInternational Handbook of the Sociology ofEducation examines the ways in which the sociologyof education has responded to these two politicalagendas, addressing a range of issues which coverthree key areas:

•perspectives and theories

•social processes and practices

•inequalities and resistances.

This book strongly communicates the vibrancy anddiversity of the sociology of education and thenature of ”sociological work” in this field. It will bea primary resource for teachers, as well as a title ofmajor interest to practising sociologists of education.

December 2009: 6-3/4 x 9-3/4: 472ppHb: 978-0-415-48663-7: $170.00eBook: 978-0-203-86370-1www.routledge.com/9780415486637

EDUCATIONAL STUDIES SOCIOLOGY OF EDUCATION10



Critical Social Thought Series

Series Editor: Michael W. Apple

FORTHCOMING

Postfeminist Education?Girls and the Sexual Politics of Schooling

Jessica Ringrose, University of London, UK

Series: Foundations and Futures of Education

Using feminist post-structuralist and Foucaldianframeworks this book is a first in its explicitexploration and critique of how educationaldiscourses have directly contributed to post-feministnotions about female power and success. Indeed,some educational research even posits as normativethe new ”super,” ”alpha girls,” who have overcomeall obstacles and combine feminine qualities ofadaptation and learning with masculine practices ofrationality and assertion to become the newsuccessful citizens. This book explores the formationof this new ideal feminine educational subject andthe core contemporary dilemma foisted upon girls tosomehow balance particular versions of masculinityand femininity to be a ”successful girl.”

Mapping how gender is constructed in internationaleducational policy and research, the author exploreshow research and policy influences the globalizedmedia and popular culture on discourses about girls.She uses a feminist critique, and applies recentfeminist psychosocial approaches, to present amethodological framework to understand how girlsnegotiate and challenge post-feminist formations ofsexism. With a focus on educational discourses asdistinctly post-feminist, the book uses originalresearch and interviews with teenage girls to exploretheir own perspectives and responses to post-feminist structures, looking for ways forward in thesubject through an examination of how girls re-work, challenge and critique current post-feministdiscourses within schools and beyond.

September 2010: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-55748-1: $125.00Pb: 978-0-415-55749-8: $45.95www.routledge.com/9780415557498

FORTHCOMING

Social Inequalities (Re)formedConsulting Pupils about Learning

Madeleine Arnot and Diane Reay, both atUniversity of Cambridge, UK

There is now considerable international interest inpupil consultation, fuelled to some extent by theencouragement of personalized/individualizedlearning strategies and the involvement of pupils intheir learning.

This book draws on an in-depth empiricalsociological study which consulted eight to fourteenyear old pupils from a variety of ethnic and classbackgrounds in different school settings.

August 2010: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-41198-1: $150.00Pb: 978-0-415-41199-8: $45.95www.routledge.com/9780415411998

FORTHCOMING

Critical PedagogyTheory and Practice

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

This book explores issues related to the loss ofdemocracy, neoliberalism, and the problems ofglobalization and their relevance to education in theUnited States, Britain and other countries today.

Utilizing critical pedagogy, the authors examine theparadoxical roles of schooling in reproducing andlegitimizing large-scale structural inequalities, alongthe axes of race, ethnicity, class, sexuality, anddisability and, at the same time, offeringopportunities for individual mobility. By relatingissues of power and powerlessness, new socialarrangements can be imagined, constructed andchallenged 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: 242ppHb: 978-0-415-45019-5: $150.00www.routledge.com/9780415450195

FORTHCOMING

Handbook of Research on Schools,Schooling and HumanDevelopmentEdited by Judith Meece, University of NorthCarolina at Chapel Hill, USA andJacquelynne Eccles, University of Michigan, USA

Children spend more time in school than in anysocial institution outside the home. Schools probablyexert more influence on children’s development andlife chances than any environment beyond the homeand neighborhood. In spite of this, there has neverbeen a comprehensive Handbook that attempted toassemble the widely dispersed body of research onthe developmental effects of schools and schooling.That is the mission of this book. Topical coverageranges from historical/theoretical foundations toinvestigative methodologies and from classroom-level influences such as teacher-student relations tobroad, impersonal influences such as school andsocietal organizational patterns and educationalpolicy. By bringing together critical findings from thisloosely-coupled, cross-disciplinary field of study, thisthirty-one chapter book provides a much-neededcenterpiece around which the field can continue togrow in an organized and interdisciplinary manner.

April 2010: 8-1/2 x 11: 658ppHb: 978-0-8058-5948-5: $295.00Pb: 978-0-8058-5949-2: $119.95eBook: 978-0-203-87484-4www.routledge.com/9780805859492

NEW

Learning to FailHow Society Lets Young People Down

Fran Abrams, Freelance Journalist

By holding a light to the livesand attitudes of eight youngpeople, their families, theirteachers and their potentialemployers, this book willchallenge much of what hasbeen said about educationalsuccess and failure in the pasttwenty years. For twodecades, policy makers largelyassumed schools were the keyto ensuring young people got

the best possible start in life. Yet for many childrenthe path to failure began well before their first dayat school.

Through the stories of these young people, thisbook reveals how marginalised young people are letdown on every step of their journey. Growing up inareas where aspiration has died or barely everexisted, with parents who struggle to guide them onlife in the twenty-first century, they are let down byschools where teachers underestimate them, bycolleges and careers advisers who mislead them andby an employment market which has forgotten howto care or to nurture. Learning to Fail goes behindthe headlines about anti-social behaviour, drugs andteenage pregnancy to paint a picture of real livesand how they are affected by outside forces. It givesa voice to ordinary parents and youngsters so theycan speak for themselves about what Britain needsto do to turn its teenage failures into a successstory.

December 2009: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-48395-7: $130.00Pb: 978-0-415-48396-4: $35.95eBook: 978-0-203-86482-1www.routledge.com/9780415483964

FORTHCOMING

Education and CultureJocey Quinn, London Metropolitan University, UK


Jocey Quinn presents a radical new perspective onthe interrelationships between education andculture. Rather than viewing education in isolationfrom major cultural debates, she demonstrates howculture shapes education and education shapesculture. Cultural perspectives and rich empirical datafrom a wide range of research with learners inuniversity, voluntary, community, and work settingsare used to provide a bridge between cultural theoryand the embodied worlds of learners. Drawing vividlinks with other cultural evidence from literature andpopular culture, this book convincingly shows howanti-realist theory can produce positive materialchanges both in education and society.

March 2010: 6 x 9: 192ppHb: 978-0-415-99405-7: $95.00www.routledge.com/9780415994057

SOCIOLOGY OF EDUCATION 11



NEW

Black Youth MattersTransitions from School to Success

Cecile Wright, Nottingham Trent University, UK,PJ Standen, University of Nottingham, UK andTina Patel, Liverpool John Moores University, UK

How do young black studentsrespond, resist, and work totransform their schoolexperience? How do youngpeople adapt, survive, andthen succeed in spite of theirnegative school experience?For an increasing number ofmarginalized black youth, thepaths to social success canactually lie outside schoolwalls.

Black Youth Matters presents a compelling, empiricalpicture of black youth who creatively respond topermanent school exclusion. Structural approachesto social stratification often set the terms ofdiscussion around isolated narratives of individual”success stories.” In this book, the authors intervenewith a new point of view by focusing instead oncollectives of broader black communities. They bothengage with and move beyond structural models ofstratification and education, thereby affirming theenduring importance of individual and collectiveaspirationóan impulse that has not been exhaustedfor black youth even in the face of systematic,longstanding, and overwhelming inequality. Basedon long-term ethnographic research with youngpeople permanently excluded from school, BlackYouth Matters examines the resourcefulness ofyoung black people in overcoming the process ofschool failure to forge more positive futures forthemselves. This book should be of interest tosociologists, educators, anthropologists, policy-makers, as well as community activists.

December 2009: 6 x 9: 176ppHb: 978-0-415-99510-8: $125.00Pb: 978-0-415-99512-2: $36.95eBook: 978-0-203-86305-3www.routledge.com/9780415995122

FORTHCOMING

Lost Youth in the Global CityJo-Anne Dillabough, University of Cambridge, UKand Jacqueline Kennelly, University of BritishColumbia

What does it mean to beyoung, to be poor, and to besubject to constantsurveillance both from theformal agencies of the stateand from the informalchallenge of competing youthgroups? What is life like forthe ”lost youth” of latemodernity, no longer at thecenter of city life, but pushedinstead to new and insecure

margins of the urban inner city? How are changingpatterns of migration and work, along with shiftinggender roles and expectations, impactingmarginalized youth in the radically transformedurban city of the twenty-first century?

In Lost Youth in the Global City, Jo-Anne Dillaboughand Jacqueline Kennelly focus on so-called ”lostyouth” – young people who live at the margins ofurban centers, the ”edges” where low-income,immigrant, and other disenfranchised youth areincreasingly finding and defining themselves. Takingthe imperative of multi-sited ethnography as astarting point, this rich and layered book offers adetailed exploration of the ways in which thesegroups of young people, marked by poverty andethnic and religious diversity, have sought tonavigate a new urban terrain and, in so doing, havecome to see themselves in new ways. By givingthese young people shape and form – both lookingacross their experiences and attending to theirparticularities – Lost Youth in the Global City sets aproductive and generative agenda for the field ofcritical youth studies.

February 2010: 6 x 9Hb: 978-0-415-99557-3: $125.00Pb: 978-0-415-99558-0: $38.95www.routledge.com/9780415995580

Revolutionizing EducationYouth Participatory Action Research in Motion

Edited by Julio Cammarota, and Michelle Fine,City University of New York, USA

A definitive statement ofYPAR as it relates toeducation with an informativecombination of theory andpractice, this edited collectionaddresses both the politicalchallenges and inherentpower imbalances ofconducting research withyoung people.


TEXTBOOK

Theory and Educational ResearchToward Critical Social Explanation

Jean Anyon, CUNY Graduate Center, USA

Throughout US history,education policies, practices,and politics have beendescribed and tested to yieldempirical data, often withlittle attempt to place findingsin a larger theoreticalinfrastructure that couldprovide them with increasedexplanatory, critical, or evenliberatory power. Thiscollection fills that void by

taking the point of view that neither research northeory alone is adequate to the task of socialexplanation. Instead, Jean Anyon and hercollaborators argue that they imbricate andinstantiate one another, forming and informing eachother as the inquiry process unfolds.

2008: 6 x 9: 216ppHb: 978-0-415-99041-7: $140.00Pb: 978-0-415-99042-4: $32.95eBook: 978-0-203-89414-9


SOCIOLOGY OF EDUCATION12



Series: Critical Youth Studies

Series Editor: Greg Dimitriadis

Next Wave CulturesFeminism, Subcultures, Activism

Edited by Anita Harris, University of Queensland,Australia

This new collection provides an interdisciplinaryexamination of young women’s multilayered lives.Contributors from various fields wrestle with bothsubculture theory and feminism in an attempt tounderstand contemporary strategies for connectionand social action.


Youth Culture and SportIdentity, Power, and Politics

Edited by Michael D. Giardina, University of Illinois,Urbana-Champaign, USA and Michele K.Donnelly, McMaster University, Canada

Youth Culture and Sport critically interrogates andchallenges contemporary articulations of race, class,gender, and sexual relations circulating throughoutpopular iterations of youth sporting culture in late-capitalism.


Youth Learning On Their OwnTermsCreative Practices and Classroom Teaching

Leif Gustavson, Arcadia University, USA

Situated in a framework of new literacy studies,youth cultural studies, and theories of extracurricularlearning, this rich ethnography explores the creativesubcultural practices of three teenage boys. LeifGustavson reveals how teenagers from differentracial and class backgrounds become involved with,refine, practice, and learn from distinctive creativeforms: zine writing, graffiti, and turntablism. YouthLearning On Their Own Terms convincingly showshow developing a respect and understanding of theyouth-initiated creative practices that occur outsideschools can offer educators the opportunity todirectly influence their teaching in schools bymaking classroom spaces personally meaningful andrigorous for both students and teachers.

2007: 6 x 9: 200ppHb: 978-0-415-95443-3: $140.00Pb: 978-0-415-95444-0: $34.95


Youth MovesIdentities and Education in Global Perspective

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

This fascinating collection of original essays seeks toaddress the possibilities and dangers of youngpeople’s transnational, commodified identities; howsociety and educational institutions might respondto these new identities; and the consequences fordemocratic practices and the public sphere.


The Means to Grow UpReinventing Apprenticeship as a DevelopmentalSupport in Adolescence

Robert Halpern, Erikson Institute, USA

Grounded in ethnographicstudies, The Means to GrowUp illustrates how studentswork in unique ways aroundthese meaningful activitiesand projects across a range ofdisciplines. Participation inthese efforts strengthensskills, dispositions, and self-knowledge that is critical tofuture schooling and work,renews young peoples’ sense

of vitality, and fosters a grounded sense ofaccomplishment. In unearthing the complexities ofapprenticeship learning, Robert Halpern challengesthe education system that is increasingly gearedtowards the acquisition of de-contextualized skills.Instead, he reveals how learning alongsideexperienced adults can be a profoundly challengingand complex endeavor for adolescents and offersreaders an exciting vision of what education can andshould be about.


NEW

Persistent InequalityContemporary Realities in the Education ofUndocumented Latina/o Students

Maria Pabon Lopez and Gerardo Lopez, both atIndiana University, USA

Series: The Critical Educator

The children of undocumented migrants in the USare trapped at the intersection of two systems incrisis: the public education system and theimmigration law system. Based on a long traditionof scholarship in Latino education and on newercritical race theory ideas, Persistent Inequalityanswers burning questions about how educationalpolicy has to rise to meet the unique challenges ofundocumented students’ lives as well as thosewhich face nearly all Latinos in the US educationalsystem. How solid is the Supreme Court precedent,Plyler v. Doe, that allows undocumented children theopportunity to attend public K-12 school free ofcharge? What would happen if the Supreme Courtoverruled it? What is the DREAM Act and howwould this proposed federal law affect the lives ofundocumented students? How have immigrationraids affected public children and schooladministrators? To shed some light on these vitalquestions, the authors provide a critical analysis ofthe various legal and policy aspects of the USeducational system, asserting that both the legaland educational systems in this country need toaddress the living and working conditions ofundocumented Latino students and remove theobstacles to educational achievement which thesestudents struggle with daily.

November 2009: 6 x 9: 224ppHb: 978-0-415-95793-9: $125.00Pb: 978-0-415-95794-6: $37.95





Series: Critical Youth Studies

Series Editor: Greg Dimitriadis

NEW

Class in EducationKnowledge, Pedagogy, Subjectivity

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

Class in Education argues fora materialist understanding ofclass in analyzing thestructure of owning andpower in social relations, andas a key element in therestructuring of society in amore egalitarian way.

Across a range of issues –from racism to reading,school-level curricula toeducational policy – the

essays in Class in Education argue for anddemonstrate in their arguments that a materialistunderstanding of class has the explanatory power toanalyze the structure of owning and power in socialrelations, and therefore to point to ways to abolishexploitation of human beings and restructure societyin a more egalitarian way.

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

FORTHCOMING

Race, Remembering, and Jim Crow’sTeachersHilton Kelly, Davidson College, USA

Series: Studies in African American History andCulture

Using oral history interviews with forty-four formerteachers from the Jim Crow era, local and statearchival materials, and secondary historical sources,Hilton Kelly examines the surprising counter-memories of students, teachers, and communitymembers who recall these schools not as beinginferior, but as being of sufficient quality.

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

NEW

Immigration, Diversity, andEducationEdited by Elena L. Grigorenko, Yale University, USAand Ruby Takanishi, Foundation for ChildDevelopment, USA

Immigration has long been a defining force in USsociety, enabling its growth and prosperity. Yet, itscontributions to the vitality of the nation arematched by the challenging and divisive issues itgenerates, particularly within the field of education.Today’s debate on immigration, both legal andillegal, is closely linked to the shifting racial andethnic profile of the US.

This edited volume presents an overview of researchand policy issues pertaining to children from birth toten who are first- and second-generationimmigrants to the US, as well as native-bornchildren of immigrants. The contributors offerinterdisciplinary perspectives on recentdevelopments and research findings on children ofimmigrants. By accessibly presenting researchfindings and policy considerations in the field, thiscollection lays the foundation for changes in childand youth policies associated with the shiftingethnic, cultural, and linguistic profile of the USpopulation.

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

NEW

Liberalism, Neoliberalism, SocialDemocracyThin Communitarian Perspectives on PoliticalPhilosophy and Education

Mark Olssen, University of Surrey, UK

Series: Routledge Studies in Social and PoliticalThought

In moving beyond the thesesof liberalism and neoliberalismthat have providedphilosophical support to free-market economics from the1970s until the present, thisbook seeks to re-theorizesocial democracy byreconsidering issues such astotalitarianism, freedom, therole of the state, and thepolitical arrangements needed

for the future.

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

NEW

The Problem with Boys’ EducationBeyond the Backlash

Edited by Wayne Martino, Michael D. Kehler,both at The University Of Western Ontario, Canadaand Marcus B. Weaver-Hightower, University ofNorth Dakota, USA

This book offers anilluminating analysis of thetheories, politics, and realitiesof boys’ education around theworld – an insightful andoften disturbing account ofvarious educational systems’successes and failings infostering intellectual andsocial growth in malestudents. Examining originalresearch on the impact of

implementing boys’ education programs in schools,the book also discusses the role of male teachers ineducating boys, strategies for aiding marginalizedboys in the classroom, and the possibilities forgender reform in schools that begins at the level ofpedagogy.

Complete with case studies of various classrooms,school districts, and governmental policy programs,the detailed essays collected provide a look intoeducation’s role in the development of masculinities,paying special attention to the ways in which thesemasculinities intersect with race, class, and sexualityto complicate the experience of boys within andoutside of a classroom setting.

June 2009: 6 x 9: 312ppHb: 978-1-56023-682-5: $95.00Pb: 978-1-56023-683-2: $39.95eBook: 978-0-203-87771-5www.routledge.com/9781560236832

Troubling Gender in EducationEdited by Jo-Anne Dillabough, University ofCambridge, UK, Julie McLeod, University ofMelbourne, Australia and Martin Mills, Universityof Queensland, Australia

This book draws togetherleading and emerginginternational theorists in orderto question some of the waysin which gender, identity andsexuality is currently beingtheorised in education.





Fictions of Female Education in theNineteenth CenturyJaime Osterman Alves, Bard College, USA

Series: Studies in American Popular History andCulture

Seeking to understand howliterary texts both shaped andreflected the century’s debatesover adolescent femaleeducation, this book examinesfictional works and historicaldocuments featuringdescriptions of girls’ formaleducational experiencesbetween the 1810s and the1890s. Jaime Osterman Alvesargues that the emergence of

schoolgirl culture in nineteenth-century Americapresented significant challenges to subsequentconstructions of normative femininity. The trope ofthe adolescent schoolgirl was a carrier of shiftingcultural anxieties about how formal educationwould disrupt the customary maid-wife-mothercycle and turn young females off to prevailinggender roles. By tracing the figure of the schoolgirlat crossroads between educational and otherinstitutions – in texts written by and about girls froma variety of racial, ethnic, and class backgrounds –this book transcends the limitations of ”separatespheres” inquiry and enriches our understanding ofhow girls negotiated Complex gender roles in thenineteenth century.

March 2009: 6 x 9: 204ppHb: 978-0-415-99676-1: $95.00eBook: 978-0-203-87841-5www.routledge.com/9780415996761

Feminism and ’The SchoolingScandal’Christine Skelton, University of Birmingham, UKand Becky Francis, Roehampton University, UK

Providing a comprehensiveoverview of contemporaryresearch and theory emergingfrom “second wave”feminism and assessing theirimpact on pupils and teachersin today’s schools andclassrooms, this book formsessential reading for anyonestudying gender andeducation.


Reclaiming ChildhoodFreedom and Play in an Age of Fear

Helene Guldberg

Children are cooped up,passive, apathetic, andcorrupted by commerce … orso we are told.

Reclaiming Childhoodconfronts the dangerousmyths spun about modernchildhood. Yes, children todayare losing out on manyexperiences past generationstook for granted, but theirlives have improved in so

many other ways. This book exposes the starkconsequences on child development of both our lowexpectations of fellow human beings and our safety-obsessed culture. Rather than pointing the finger atsoft ”junk” targets and labelling children as fragileand easily damaged, Helene Guldberg argues thatwe need to identify what the real problems are –and how much they matter.

We need to allow children to grow and flourish, tobalance sensible guidance with youthfulindependence. That means letting children play,experiment and mess around without adultshovering over them. It means giving children theopportunity to develop the resilience thatcharacterises a sane and successful adulthood.Guldberg suggests ways we can work to improvechildren’s experiences, as well as those of parents,teachers and ”strangers” simply by taking a stepback from panic and doom-mongering.

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

Educating the Gendered CitizenSociological Engagements with National andGlobal Agendas

Madeleine Arnot, University of Cambridge, UK

Focusing on the relationshipbetween gender, educationand citizenship, this bookexplores, from a feministperspective, how the conceptof citizenship has been usedin relation to gender, andhow young people are beingprepared for male and femaleforms of citizenship.


The Developing World and StateEducationNeoliberal Depredation and EgalitarianAlternatives

Edited by Dave Hill, University of Northampton, UKand Ellen Rosskam, Woodrow Wilson InternationalCenter for Scholars, USA

Series: Routledge Studies in Education andNeoliberalism

This book critically examinesneoliberal policy impacts onschooling/ education in theDeveloping World, analysingthe latest developments inLatin America, Mexico,Argentina, Venezuela,Pakistan, India, Burkina Fasso,South Africa, Mozambique,and China.





Education and NeoliberalGlobalizationCarlos Alberto Torres, University of California, LosAngeles, USA


This volume by noted criticaleducation scholar CarlosAlberto Torres takes up thequestion of how structuralchanges in schooling and thegrowing impacts ofneoliberalism andglobalization affect socialchange, nationaldevelopment, and democraticeducational systemsthroughout the world.


The Dangerous Rise of TherapeuticEducationKathryn Ecclestone, University of Birmingham, UKand Dennis Hayes, Oxford Brookes University

The silent ascendancy of atherapeutic ethos across theeducation system and into theworkplace demands a bookthat serves as a wake up callto everyone. KathrynEcclestone and Dennis Hayes’controversial and compellingbook uses a wealth ofexamples across the educationsystem, from primary schoolsto university, and the

workplace to show how therapeutic education isturning children, young people and adults intoanxious and self-preoccupied individuals rather thanaspiring, optimistic and resilient learners who wantto know everything about the world.


The Rich World and theImpoverishment of EducationDiminishing Democracy, Equity and Workers’Rights

Edited by Dave Hill, University of Northampton, UK

Series: Routledge Studies in Education andNeoliberalism

This book advances apowerful critique ofneoliberalised education –privatization, marketisation,new public managerialism,increasing control andsurveillance of schools andcolleges – in eight of the richcountries of the world: USA,Canada, England and Wales,Finland, Greece, Taiwan,Israel, and Japan.


Cyber-BullyingIssues and Solutions for the School, theClassroom and the Home

Shaheen Shariff, McGill University, Canada

This book looks in depth atthe emerging issue of cyber-bullying. In this increasinglydigital world cyber-bullyinghas emerged as an electronicform of bullying that isdifficult to monitor orsupervise because it oftenoccurs outside the physicalschool setting and outsideschool hours on homecomputers and personal

phones. These web-based and mobile technologiesare providing young people with what has beendescribed as: ”an arsenal of weapons for socialcruelty.”

These emerging issues have created an urgent needfor a practical book grounded in comprehensivescholarship that addresses the policy-vacuum andprovides practical educational responses to cyber-bullying. Written by one of the few experts on thetopic Cyber-Bullying develops guidelines forteachers, head teachers, and administratorsregarding the extent of their obligations to preventand reduce cyber-bullying. The book also highlightsways in which schools can network with parents,police, technology providers, and communityorganizations to provide support systems for victims(and perpetrators) of cyber-bullying.


The Way Class WorksReadings on School, Family, and the Economy

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

This collection discusses conditions of social classand the ways in which class is produced ineducational institutions and families, whilesimultaneously interrogating and challenging ourunderstandings of social class as it is linked to race,gender, and nation.


Gender Education & Equality in aGlobal ContextConceptual Frameworks and Policy Perspectives

Shailaja Fennell and Madeleine Arnot, both atUniversity of Cambridge, UK

An invaluable introduction to the range ofconceptual frameworks and innovative researchmethods that address issues of gender educationand development.


Learning PrivilegeLessons of Power and Identity in AffluentSchooling

Adam Howard, Hanover College, USA

Grounded in an extensive ethnographic account,Learning Privilege examines the concept of privilegeitself and the cultural and social processes inschooling that reinforce and regenerate privilege.


No Child Left Behind and theReduction of the Achievement GapSociological Perspectives on Federal EducationalPolicy

Edited by Alan R. Sadovnik, Rutgers University,USA, Jennifer A. O’Day and George W.Bohrnstedt, both at American Institutes forResearch, USA, and Kathryn M. Borman, Universityof South Florida, USA

This collection presents the first-ever sociologicalanalysis of the No Child Left Behind Act. Moreimportantly, these leading sociologists considerwhether NLCB can or will accomplish its major goal:to eliminate the achievement gap by 2014.





Schooling and the Politics ofDisasterEdited by Kenneth J. Saltman, DePaul University,USA

Schooling and the Politics of Disaster is the firstvolume to address how disaster is being used for aradical social and economic reengineering ofeducation. From the natural disasters of the Asiantsunami and the hurricanes in the Gulf Coast, to thehuman-made disasters in Iraq, Afghanistan, Haiti,Sudan, Indonesia, the United States, and around theglobe, disaster is increasingly shaping policy andpolitics. This groundbreaking collection explores howeducation policy is being reshaped by disasterpolitics. Noted scholars in education and sociologytackle issues as far-ranging as No Child Left Behind,the War on Terror, Hurricane Katrina, the making ofeducational funding crises in the US, and the IraqWar to bring to light a disturbing newphenonmemon in educational policy.


Sociology of EducationA Critical Reader

Edited by Alan R. Sadovnik, Rutgers University,USA

This comprehensive reader examines the mostpressing topics in sociology and education andexposes students to examples of sociologicalresearch on schools. Drawing from classic andcontemporary scholarship, noted sociologist Alan R.Sadovnik has chosen readings that examine currentissues and reflect diverse theoretical approaches tostudying the effects of schooling and society.

This reader provides students with examples of boththe best theory and research in the field. Throughfull, rather than excerpted primary source readings,the text presents the powerful insights of sociologyin providing an understanding of the effects ofschooling in contemporary society.


Global and ComparativeEducation

FORTHCOMING

Caste, Gender and Educationin IndiaThe Experience of Dalit Women

Shailaja Paik, Formerly of Emory University, USA

Series: Routledge Reseach on Gender in Asia

In post-independence India, a stated governmentalideal of “Education For All” has been promoted.The book examines the extent to which this hasbeen realised, examining in particular the ways inwhich formal institutions of education in Indiadiscriminate against a disadvantaged group – Dalit,or untouchable, women.

April 2010: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-49300-0: $125.00www.routledge.com/9780415493000

FORTHCOMING

Education in Small StatesGlobal Imperatives, Regional Initiatives and LocalDilemmas

Edited by Peter Mayo, University of Malta

This book focuses on education in small states. Itexamines the strengths and weaknesses of differentaspects of educational provision in politicaljurisdictions having a very small population –populations which encounter specific challenges,threats and opportunities. This book presents abalance in regional representation – covering theSouth Pacific, the Caribbean, Africa, Europe, and theMediterranean. The contributions pay particularattention to basic education, higher education,entrepreneurship training, post-primary education,and the impact of globalization on educationalrestructuring and aid delivery in specific small stateregions.

This book was published as a special issue of theComparative Education.

January 2010: 6-3/4 x 9-3/4: 192ppHb: 978-0-415-56039-9: $125.00www.routledge.com/9780415560399

NEW

Postwar History Education in Japanand the GermanysGuilty Lessons

Julian Dierkes, University of British Columbia,Canada

Series: Routledge Contemporary Japan

History education is the official version of modernnational identities. This book is a remarkableunveiling of how three countries changed theirportrayal of history after disastrous defeat in WorldWar II. The book traces these portrayals throughextensive, over-time middle school history textbookand curriculum analyses.

December 2009: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-55345-2: $125.00www.routledge.com/9780415553452

FORTHCOMING

Education and Inequality in IndiaManabi Majumdar, Centre for Studies in SocialSciences, India and Jos Mooij, Institute of SocialStudies, the Netherlands

Series: Routledge Contemporary South Asia Series

This book focuses on primary education in AndhraPradesh and West Bengal. It examines ways in whichsocial class impinges on the educational system,educational processes and educational outcomesand recommends the move from government actionand responsibilities to a broader concept of publicaction.

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

SOCIOLOGY OF EDUCATION GLOBAL AND COMPARATIVE EDUCATION 17



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NEW

Global Crises, Social Justice, andEducationEdited by Michael W. Apple, University ofWisconsin-Madison, USA

Education cannot beunderstood today withoutrecognizing that nearly alleducational policies andpractices are stronglyinfluenced by an increasinglyintegrated internationaleconomy. Reforms in onecountry have significanteffects in others, just asimmigration and populationtides from one area to

another have tremendous impacts on what countsas official knowledge and responsive and effectiveeducation. But what are the realities of these globalcrises that so many people are experiencing andhow do their effects on education resonatethroughout the world?

Global Crises, Social Justice, and Educationintervenes into the ways we understandglobalization and education by getting specificabout what committed educators can do to counterthe relations of dominance and subordinationaround the world. From some of the world’s leadingcritical educators and activists, this new timelycollection provides thorough and detailed analysesof four specific centers of global crisis: the UnitedStates, Japan, Israel/Palestine, and Mexico. Eachchapter engages in a powerful and critical analysisof what exactly is occurring in these regions andcounters with an equally compelling critical portrayalof the educational work being done to interruptglobal dominance and subordination. Withoutsettling for vague ideas or romantic slogans of hope,Global Crises, Social Justice, and Education offersreal, concrete examples and strategies that willcontribute to ongoing movements and counter-hegemonic struggles already active in educationtoday.

December 2009: 6 x 9: 240ppHb: 978-0-415-99596-2: $125.00Pb: 978-0-415-99597-9: $36.95www.routledge.com/9780415995979

NEW

Educational TransitionsMoving Stories from Around the World

Edited by Divya Jindal-Snape, University ofDundee, Scotland


This volume explores transitions at all stages ofeducational progression, across a variety of countriesand schools. It helps readers understand how thesocial and emotional processes that individualsundergo during transitions enable or hinder learningand how lessons learnt from one country can beadapted for other educational systems.

December 2009: 6 x 9: 224ppHb: 978-0-415-80591-9: $95.00


NEW

Education and Poverty in AffluentCountriesEdited by Carlo Raffo, Alan Dyson, , HelenGunter, Dave Hall, Lisa Jones and AfroditiKalambouka, all at University of Manchester, UK


This unique book brings together scholarship andanalysis from some of the most influential scholarson education to provide a comprehensive mappingof research evidence and policy strategies abouteducation and poverty in affluent countries.

December 2009: 6 x 9: 288ppHb: 978-0-415-99880-2: $95.00www.routledge.com/9780415998802

NEW

Philosophy of Education in the Eraof GlobalizationEdited by Yvonne Raley, Felician College, USA andGerhard Preyer, Frankfurt University, Germany


Rather than our havingformed a global community,today’s society is morefragmented than ever. In lightof this, education faces someformidable new challenges.The authors of this collectionof essays explore thesechallenges, and they suggestsome novel ways of dealingwith them.

September 2009: 6 x 9: 266ppHb: 978-0-415-99606-8: $95.00eBook: 978-0-203-87111-9www.routledge.com/9780415996068

NEW

Trajectories of Education in theArab WorldLegacies and Challenges

Edited by Osama Abi-Mershed, GeorgetownUniversity, USA

Series: Routledge Advances in Middle East andIslamic Studies

In comparison to other parts of the developingworld education in Arab countries has been laggingbehind. This book examines the impact of Westerncultural influence, the opportunities for reform andthe sustainability of current initiatives.

August 2009: 6-1/4 x 9-1/4: 304ppHb: 978-0-415-48512-8: $135.00www.routledge.com/9780415485128

NEW

World Yearbook of Education 2010Education 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 ofEducation 2010, strives to dojustice to the complexprocesses and dynamicsbehind the world of Arabeducation. Western interest inall things ”Arab ” has greatlyincreased over the course ofthe decade, but this interestruns the risk of forgettingthat the Arab world ispositioned within wider

contexts of regional, geopolitical, and globalprocesses.

This volume examines Arab education in a range ofcontexts – regional, diasporic, and trans-national –to better understand how the field of Arabeducation is formed through local, regional,geopolitical and global engagements andresonances. In doing so, contributors from a rangeof disciplines open critical conversations about theintersections of history, culture, geopolitics, policy,and education. The World Yearbook of Education2010 offers new conceptual and empiricalapproaches that deal with some of the often-neglected aspects of the study of Arab education:contested political projects; struggles towardsemancipation, recognition and liberation; and alarger concern for social justice, equity, and politicalinclusion.

November 2009: 6-1/8 x 9-1/4: 288ppHb: 978-0-415-80034-1: $150.00www.routledge.com/9780415800341

GLOBAL AND COMPARATIVE EDUCATION18



NEW

International Perspectives onContexts, Communities andEvaluated Innovative PracticesFamily-School-Community Partnerships

Edited by Rollande Deslandes, Université duQuébec à Trois-Rivières, Canada

Series: Contexts of Learning

Schools throughout the world face enormouschallenges due to demographic changes and societalproblems, making partnerships among schools,families and community groups a necessity. Specificissues such as poverty, school dropout, violence andsuicide, the wider diversity of students and parents,the higher accountability demanded of schoolsystems, the implementation of school reforms anda multitude of government strategies and policies allcontribute to a rapidly changing educational world.But as this book shows, even though research isoften being undertaken independently in differentcountries, strong similarities are apparent acrosscountries and cultures. School-family-communitycollaboration is no longer a single country issue.

The book brings together contributions fromculturally and linguistically diverse countries facingthese common situations and challenges. It detailspractices that have proved effective alongsiderelevant case examples, and covers a wide variety oftopics.

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

www.routledge.com/9780415479493NEW

Linguistic Imperialism ContinuedRobert Phillipson, Copenhagen Business School,Denmark

This volume brings togetherkey writings since the 1992publication of LinguisticImperialism-Robert Phillipson’scontroversial benchmarkvolume, which triggered amajor re-thinking of theEnglish teaching profession byconnecting the field to widerpolitical and economic forces.Analyzing how the globaldominance of English in all

domains of power is maintained, legitimized, andpersists in the twenty-first century, LinguisticImperialism Continued reflects and contributes inimportant ways to understanding thesedevelopments.

July 2009: 5-1/2 x 8-1/2: 416ppPb: 978-0-415-87201-0: $52.95eBook: 978-0-203-85717-5www.routledge.com/9780415872010A co-publication with Orient Blackswan Private Limited. Thisbook is not available for sale from Routledge in India,Pakistan, Bangladesh, Nepal, Bhutan, Sri Lanka, and theMaldives.

The Handbook of Practice andResearch in Study AbroadHigher Education and the Quest for GlobalCitizenship

Edited by Ross Lewin, University of Connecticut,USA

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

””TThhiiss hhaannddbbooookk ooffffeerrss aaccoommpprreehheennssiivvee oovveerrvv iieewwooff tthhiiss bbuurrggeeoonniinngg aarreeaa ooffeedduuccaattiioonnaall iinnnnoovvaattiioonn aannddpprraaccttiiccee,, iinncclluuddiinnggiimmppoorrttaanntt tthheeoorreettiiccaalliinnssiigghhttss aanndd pprraaccttiiccaallaaddvv iiccee oonn hhooww ttoo ttrraannssllaatteetthheeoorryy iinnttoo ssuucccceessssffuullpprrooggrraammss.. TThhee ccoonnttrriibbuuttoorrssttoo tthhiiss vvoolluummee hhaavveepprroovv iiddeedd aann eexxcceeppttiioonnaallllyy

uusseeffuull rreessoouurrccee aass hhiigghheerr eedduuccaattiioonn wwoorrkkss ttoopprreeppaarree ssttuuddeennttss ffoorr gglloobbaall cciittiizzeennsshhiipp..””

– Carol Geary Schneider, President, Association ofAmerican Colleges and Universities

The Handbook of Practice and Research in StudyAbroad is a comprehensive survey of the field. Eachchapter eloquently conveys an enthusiasm for studyabroad alongside a critical assessment of the mostup-to-date research, theory and practice.

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

Education, Science and TruthRasoul Nejadmehr


What is the main problem ofcontemporary education?Rasoul Nejadmehr argues thatthe cardinal problem witheducation is that it does nothave an adequate notion oftruth underpinning it.Thinkers mainly tend to veertowards two poles–absolutism and relativism.While a one-sided tendencytoward absolutism leads to

reified categories of thought and alienation, atendency toward relativism leads to lack ofuniversality and nihilism. Education, Science andTruth suggests a way out by bridging not onlydivides between and within analytical andcontinental philosophy but also those of modernismand postmodernism. By using a range of issues,disciplines and literature, Nejadmehr formulates anew version of the concept of objectivity based onthe inclusion of multiple perspectives, including onesfrom art, philosophy and marginalized groups.

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

The English Language Teacher inGlobal Civil SocietyBarbara M. Birch, California State University atFresno, USA

Series: ESL & Applied Linguistics Professional Series

How can English languageteachers contribute to peacelocally and globally?

This book providesinformation, analysis, andtechniques to help teachersaround the world take actiontoward this goal. Balancing, ina readable and accessible way,the global and the local, coreand periphery, culturaldiffusion and resistance,

theory and practice, pessimism and optimism,outsider and insider perspectives, the expert role andthe apprentice role, and prescriptive and elicitivemethods, it offers an alternative to literature aboutcritical applied linguistics, globalization, and peaceeducation that is simply too complex and wordy tospread easily from theoretician to the classroomteacher.

This engaging, informative, provocative, and highlyreadable book is a welcome resource for Englishlanguage teacher trainers, pre-service teachers,practicing classroom teachers, and Peace Corpsworkers around the world.

May 2009: 6 x 9: 240ppHb: 978-0-415-99448-4: $125.00Pb: 978-0-415-99449-1: $29.95eBook: 978-0-203-87804-0www.routledge.com/9780415994491

NEW

Globalizing Education, Educatingthe LocalHow Method Made us Mad

Ian Stronach, Liverpool John Moores University, UK

This book provides a criticalaccount of how contemporaryeducational knowledge is puttogether and presented in theglobal knowledge economy,redefining the actors in theeducation process, includingprincipally the child, pupil,and learner, but also theteacher, parent, inspector, andpolicy-maker.

This book aims to help bringabout the ”turnaround” that it predicts – away frommeasurement mania and rampant instrumentality. Itwill appeal to a wide range of readers who arecommitted to educational change, from system levelto individual professional practice.

November 2009: 6-1/4 x 9-1/4: 232ppHb: 978-0-415-43111-8: $125.00eBook: 978-0-203-86362-6www.routledge.com/9780415431125

GLOBAL AND COMPARATIVE EDUCATION 19

for e-mail updates in your field E-mail: [email protected] www.ebookstore.tandf.co.ukfor more information eBooks are only available to order online


Cultures, Contexts, and WorldEnglishesYamuna Kachru, University of Illinois, Urbana-Champaign, USA and Larry E. Smith, ChristopherSmith and Associates, LLC

Series: ESL & Applied Linguistics Professional Series

This volume aims tofamiliarize readers with thevarieties of world Englishesused across cultures and tocreate awareness of some ofthe linguistic and sociallyrelevant contexts andfunctions that have given riseto them. It emphasizes thateffective communicationamong users of differentEnglishes requires awareness

of the varieties in use and their cultural, social, andideational functions.

Each chapter includes suggestions for furtherreading and challenging discussion questions andappropriate research projects designed to enhancethe usefulness of this volume in courses such asworld Englishes, English in the Global Context,Sociolinguistics, Critical Applied Linguistics,Language Contact and Convergence, Ethnographyof Communication, and CrossculturalCommunication.


Cultural Education - CulturalSustainabilityMinority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies

Edited by Zvi Bekerman, Hebrew University ofJerusalem, Israel and Ezra Kopelowitz, ResearchSuccess Technologies, Israel

This volume is a path-breaking contribution to thestudy of efforts of diaspora, indigenous, andminority groups, broadly defined, to use education(formal and informal) to sustain cultural continuitywhile grappling with the influences and demands ofwider globalizing, nationalizing, or otherhomogenizing and assimilatory forces.


2ND EDITION

Globalisation & PedagogySpace, Place and Identity

Richard Edwards, University of Sterling, UK andRobin Usher, Royal Melbourne Institute ofTechnology University, Australia

The second edition of this important book has beenfully updated and extended to take account ofdevelopments in technology, pedagogy, andpractice, in particular the growth of distance and e-learning.


Education, Globalisation and NewTimes21 Years of the Journal of Education Policy

Edited by Stephen J. Ball, University of London,UK, Ivor F. Goodson, University of Brighton, UKand Meg Maguire, Kings College London, UK

Series: Education Heritage

Education, Globalisation and New Times comprises aselection of the most influential papers publishedover the twenty-one years of the Journal ofEducation Policy. Written by many of the leadingscholars in the field, these seminal papers cover avariety of subjects, sectors and levels of education,focused around the following major themes:

•education, globalisation and new times

•policy theory and method

•policy and equity.

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

Multicultural Education,Diversity, and Social JusticeEducation

FORTHCOMING

Women, War, Violence andLearningEdited by Shahrzad Mojab

Peter Jarvis, University of Surrey, UK and John Holford, University of Nottingham, UK

This anthology provides fresh theorization ofgendered dimensions of learning, war, and violence,with a view to offering new insights on the impactof violence on women’s learning and well being.The collection is an important contribution toemerging interdisciplinary approaches to the roleand effectiveness of civil society, especially women’sNGOs, working in war and post-conflict zones, andto the relationship between neoliberal, global”feminist” projects and the re-emergence ofcolonial and imperial feminisms. This collection isalso an exploration of the plausibility of currentpeace education strategies augmenting the politicaland leadership role of women and their civicengagement.

February 2010: 6-3/4 x 9-3/4: 160ppHb: 978-0-415-55986-7: $125.00www.routledge.com/9780415559867

FORTHCOMING

Storytelling for Social JusticeConnecting Narrative and the Arts in AntiracistTeaching

Lee Anne Bell, Barnard College, USA

Storytelling for Social Justice explores theconnections between how the way we talk aboutrace and racism affects the actions we imagine andare willing to take to address racial injustice.Through accessible language and candid discussions,it explores ways to make sense of the racialconstructions expressed through the pervasivelanguage and images we encounter everyday andstrategies for developing a more criticalunderstanding of how racism operates culturally andinstitutionally in our society. Illustrated throughoutwith examples drawn from high school classrooms,teacher education programs, and K-12 professionaldevelopment program, the book provides tools forteaching about racism through story and the arts.Whether you are working with youth activistsaround issues of racism and social justice, creatingcurriculum across the studies sciences andhumanities or beyond, the innovative modelpresented in Storytelling for Social Justice offers astronger and more consistent critique of racism andmore dynamic and hopeful strategies for eradicatingit in our interactions and social institutions.

April 2010: 6 x 9: 224ppHb: 978-0-415-80327-4: $135.00Pb: 978-0-415-80328-1: $33.95www.routledge.com/9780415803281

MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION20



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2ND EDITION

Teaching forDiversity and Social JusticeEdited by Maurianne Adams and Pat Griffin,both at University of Massachusetts, Amherst, USAand Lee Anne Bell, Barnard College, USA

For nearly a decade, Teaching for Diversity andSocial Justice has been the definitive sourcebook oftheoretical foundations and curricular frameworksfor social justice teaching practice. This thoroughlyrevised second edition continues to provide teachersand facilitators with an accessible pedagogicalapproach to issues of oppression in classrooms.Building on the groundswell of interest in socialjustice education, the second edition offers coverageof current issues and controversies while preservingthe hands-on format and inclusive content of theoriginal. Teaching for Diversity and Social Justicepresents a well-constructed foundation for engagingthe complex and often daunting problems ofdiscrimination and inequality in American society.This book includes a CD-ROM with extensiveappendices for participant handouts and facilitatorpreparation.

2007: 7 x 10: 496ppHb: 978-0-415-95199-9: $140.00Pb: 978-0-415-95200-2: $44.95• AVAILABLE AS A COMPLIMENTARY COPY


FORTHCOMING

Critical Issues in Peace andEducationEdited by Peter Trifonas and Bryan Wright, bothat University of Toronto, Canada


This collection asks theorists and educationalpractitioners from around the world influenced bythe schools of feminist pedagogy, critical pedagogy,anti-racist or postcolonial pedagogy, and gay andlesbian pedagogy to reflect upon the possibilities ofarticulating a ”curriculum of difference” thatcritically examines the cross-cultural issues of peaceand education.

January 2010: 6 x 9: 192ppHb: 978-0-415-87368-0: $95.00www.routledge.com/9780415873680

MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION 21



Want More Information

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

FORTHCOMING

Critical MulticulturalismFrom 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 formsof multicultural education. Critical multiculturalism conceptualizes classroom work within an analysis ofstructures 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 reallymean for classroom practice and specific disciplines?

Edited by two leading authorities on multicultural education, this collection brings together internationalscholars of critical multiculturalism to explore its implications for curriculum and pedagogy. Chapters directlyaddress what critical multiculturalism means for classroom practice in K-12 academic subject areas fromlanguage arts and science to technology and education and more. This timely and important collectionprovides a critical theorization of multicultural classroom practices and explores these issues in the context ofstandards reforms that have virtually closed down consideration of whose knowledge and viewpoints shapecurriculum. It will be required reading for all scholars, educators and practitioners of multicultural education.

March 2010: 6 x 9: 240ppHb: 978-0-415-80284-0: $140.00Pb: 978-0-415-80285-7: $44.95www.routledge.com/9780415802857

NEW

2ND EDITION

Readings for Diversity andSocial JusticeEdited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren J. Blumenfeld, IowaState 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-toanthology for the broadest possible coverage of issues related to identity andoppression from a social justice perspective. This highly-anticipated second editionbreaks even further ground, boasting over forty more readings than previouslyavailable, updated and original section introductions, and three entirely new chaptersections on Religious Oppression, Transgender Oppression, and Ageism/Adultism. Aswith 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 diversityand the realities of oppression. The third part challenges the reader to take action toend 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 teachingmaterials is also available.

Offering over one-hundred and thirty selections from some of the foremost scholars in from a wide range offields, Readings for Diversity and Social Justice is the indispensible volume for every student, teacher, andsocial justice advocate.


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

FORTHCOMING

The Educated WomanMinds, Bodies, and Women’s Higher Education inBritain, Germany, and Spain, 1865-1914

Katharina Rowold, London MetropolitanUniversity, UK

Series: Routledge Research in Gender and Society

This book is a fascinating comparative study ofconstructions of female nature in the nineteenthand early twentieth centuries. Focusing on debatessurrounding women’s entry into higher education, itexplores how gender difference was negotiated inBritain, Germany, and Spain.

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

NEW

Handbook of Latinos and EducationTheory, Research, and Practice

Edited by Enrique G. Murillo Jr., California StateUniversity, San Bernadino, USA, Sofia A. Villenas,Ruth Trinidad Galván, Juan Sánchez Muñoz,Corinne Martínez and Margarita Machado-Casas

Providing a comprehensivereview of rigorous, innovative,and critical scholarshiprelevant to educational issueswhich impact Latinos, thishandbook captures the fieldat this point in time. Itsunique purpose and functionis to profile the scope andterrain of academic inquiry onLatinos and education.Presenting the most

significant and potentially influential work in thefield in terms of its contributions to research, toprofessional practice, and to the emergence ofrelated interdisciplinary studies and theory, thevolume is organized around five themes:

•History, Theory, and Methodology

•Policies and Politics

•Language and Culture

•Teaching and Learning

•Resources and Information.

The Handbook of Latinos and Education is a must-have resource for educational researchers, graduatestudents, teacher educators, and the broadspectrum of individuals, groups, agencies,organizations and institutions sharing a commoninterest in and commitment to the educationalissues that impact Latinos.

November 2009: 7 x 10: 768ppHb: 978-0-8058-5839-6: $265.00Pb: 978-0-8058-5840-2: $114.95eBook: 978-0-203-86607-8www.routledge.com/9780805858402

NEW

Official Portraits and UnofficialCounterportraits of ’At Risk’StudentsWriting Spaces in Hard Times

Richard J. Meyer, University of New Mexico, USA

This book chronicles fifth andsixth grade writers – childrenof gang members, drug users,poor people, and non-documented and documentedimmigrants – in a rural schoolin the southwest US cominginto their voices, cultivatingthose voices, and using thosevoices in a variety of venues,beginning with the classroomcommunity and spreading

outward.

At the heart of this book is the cultivation of tensionbetween official and unofficial portraits of thesestudents. Official portraits are composed ofdemographic data, socioeconomic data, and testresults. Unofficial counterportraits offer differentviews of children, schools, and communities.

Many teachers and soon-to-be teachers facing thedilemmas and complexities of teaching in diverseclassrooms have serious questions about how tohonor students’ lives outside of school, makingschool more relevant. This book offers evidence topresent to pubic, legislators, and the press as a wayof talking back to official portraits, demonstratingthat officially failing schools are not really failing –evidence that is crucial for the survival of publicschools.


FORTHCOMING

Social Justice PedagogyAcross the CurriculumThe Practice of Freedom

Edited by Thandeka K. Chapman, University ofWisconsin, USA and Nikola Hobbel, HomboldtState University, USA

What knowledge and tools do pre- and in-serviceeducators need to teach for and about social justiceacross the curriculum in K-12 classrooms?

This compelling text synthesizes in one volumehistorical foundations, philosophic/theoreticalconceptualizations, and applications of social justiceeducation in public school classrooms.

•Part One details the history of the multiculturalmovement and the instantiation of public schoolingas a social justice project

•Part Two connects theoretical frameworks to socialjustice curricula. Parts One and Two are general toall K-12 classrooms

•Part Three provides powerful specific subject-areaexamples of good practice, including English as aSecond Language and Special/ ExceptionalEducation.

Social Justice Pedagogy Across the Curriculumincludes highlighted Points of Inquiry and Points ofPraxis sections offering recommendations toteachers and researchers and activities, resources,and suggested readings. These features inviteteachers at all stages of their careers to reflect onthe role of social justice in education, particularly asit relates to their particular classrooms, schools, andcommunities.

Relevant for any course that addresses history,theory, or practice of multicultural/social justiceeducation, this text is ideal for classes that are notsubject-level specific and serve a host of studentsfrom various backgrounds.

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




Language, Culture and Teaching Series

Series Editor: Sonia Nieto

NEW

Home-School Connections in aMulticultural SocietyLearning from and with Culturally andLinguistically Diverse Families

Edited by Maria Luiza Dantas, University ofCalifornia, Santa Barbara, USA and Patrick C. Manyak, University of Wyoming, USA

Educators everywhereconfront critical issues relatedto families, schooling, andteaching in diverse settings.Directly addressing this reality,Home-School Connections ina Multicultural Society showspre-service and practicingteachers how to recognizeand build on the richresources for enhancingschool learning that exist

within culturally and linguistically diverse families.Combining engaging cases and relevant keyconcepts with thought-provoking pedagogicalfeatures, this valuable resource for educators at alllevels:

•provides detailed portraits of diverse families thathighlight their unique cultural practices related toschooling and the challenges that their childrenface in school settings

•introduces key sociocultural and ethnographicconcepts, in ways that are both accessible andchallenging, and applies these concepts as lensesthrough which to examine the portraits

•shows how teachers and researchers have workedwith diverse families to build positive relationshipsand develop learning activities that incorporatechildren’s unique experiences and resources.

Disrupting deficit assumptions about the experiencesand knowledge that culturally and linguisticallydiverse children acquire in their homes andcommunities, this book engages readers ingrappling deeply and personally with the chapters’meanings and implications, and in envisioning theirown practical ways to learn from and with familiesand children.


NEW TEXTBOOK

2ND EDITION

Language, Culture, and TeachingCritical Perspectives

Sonia Nieto, University of Massachusetts Amherst,USA

Distinguished multiculturalistSonia Nieto speaks directly tocurrent and future teachers inthis thoughtful integration ofa selection of her key writingswith ceative pedagogicalfeatures. Offeringinformation, insights, andmotivation to teach studentsof diverse cultural, racial, andlinguistic backgrounds, thistext is intended for upper-

undergraduate and graduate-level students andprofessional development courses.

Examples are included throughout to illustrate real-life dilemmas about diversity that teachers face intheir own classrooms; ideas about how language,culture, and teaching are linked; and ways toengage with these ideas through reflection andcollaborative inquiry. Each chapter includes criticalquestions; classroom activities; and communityactivities suggesting projects beyond the classroomcontext.

About the second edition: Over half of the chaptersare new to this edition, bringing it up-to-date interms of recent educational policy issues anddemographic changes in our society.

August 2009: 6 x 9: 296ppHb: 978-0-415-99968-7: $135.00Pb: 978-0-415-99974-8: $44.95eBook: 978-0-203-87228-4


NEW

Literacy and PowerHilary Janks, University of the Witwatersrand,South Africa

In this landmark text that isboth engaging and accessibleHilary Janks addresses thefollowing questions and manymore:

•Is literacy a skill or a socialpractice?

•In what ways is literacyembodied?

•Do texts have designs on usand 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 isexcluded?

•How is literacy implicated in relations of power andquestions of identity in our daily lives?

Janks shows how competing orientations to criticalliteracy education – domination (power), access,diversity, design – foreground one over the other.Her central argument is that these differentorientations are crucially interdependent and needto work together to create possibilities for redesignand social action that serve a social justice agenda.Recognizing ongoing change in socio-historicalconditions, in the communication landscape, and inthe applications of critical literacy, she examines thetheory underpinning each orientation, and developsnew theory in the argument for interdependenceand integration. Most important, Literacy and Powersits at the interface between theory and practice,constantly moving from one to the other. It is richwith examples of how to use these orientations inreal teaching contexts, and how to use them tocounterbalance one another.

In the groundbreaking final chapter, Janks showsways of working ”beyond reason.” Consideringhow the rationalist underpinning of critical literacytends to exclude the non-rational pleasure and play,desire and the unconscious she makes the case thatthese need to be taken seriously given their powerto cut across the work of critical literacy educatorsworking from any orientation.

October 2009: 6 x 9: 272ppHb: 978-0-8058-5577-7: $125.00Pb: 978-0-415-99963-2: $41.95eBook: 978-0-203-86995-6







TEXTBOOK

Critical MulticulturalAnalysis of Children’s LiteratureMirrors, Windows, and Doors

Maria José Botelho and Masha KabakowRudman, both at University of Massachusetts,Amherst, USA

Critical multicultural analysisprovides a philosophical shiftfor teaching literature,constructing curriculum, andtaking up issues of diversityand social justice. Itproblematizes children’sliterature, offers a way ofreading power, explores thecomplex web of sociopoliticalrelations, and deconstructstaken-for-granted

assumptions about language, meaning, reading, andliterature: It is literary study as sociopolitcal change.

Bringing a critical lens to the study ofmulticulturalism in children’s literature, this bookprepares teachers, teacher educators, andresearchers of children’s literature to analyze theideological dimensions of reading and studyingliterature. Each chapter includes recommendationsfor classroom application, classroom research, andfurther reading. Helpful end-of-book appendixesinclude a list of children’s book awards, lists ofpublishers, diagrams of the power continuum andthe theoretical framework of critical multiculturalanalysis; and lists of selected children’s literaturejournals and online resources.

March 2009: 6 x 9: 376ppHb: 978-0-415-99666-2: $135.00Pb: 978-0-8058-3711-7: $49.95eBook: 978-0-203-88520-8


Critical Literacy and Urban YouthPedagogies of Access, Dissent, and Liberation

Ernest Morrell, University of California at LosAngeles, USA

Distinguished by it’s weaving together of theory andpractice, Critical Literacy and Urban Youth offers aninterrogation of critical theory developed from theauthor’s work with young people in classrooms,neighborhoods, and institutions of power.


FORTHCOMING

Social Class, Gender and Exclusionfrom SchoolJean Kane, University of Glasgow, UK

Rising exclusion rates indicate the continuingmaginalisation of many young people in educationin the UK. Working-class boys, children living inpoverty, and children with additional/specialeducational needs are among those experiencing adisproportionate rate of exclusion. This book tracesthe processes of exclusion and alienation fromschool and relates this to a changing social andeconomic context.

Jean Kane argues that policy on schooling, includingcurricular reform, needs to be re-connected to thebroad political pursuit of social justice, and presentscompelling case studies of excluded pupils, showingthe multi-faceted identities of pupils, with aparticular focus on masculine and feminineidentities.

This invaluable contribution to the literature offersan alternative analysis where the social identities ofpupils are shown to be tied up with their exclusionfrom school. Themes investigated include:

•the meanings of school exclusions

•social class, gender, and schooling

•social identities of excluded pupils

•negotiating identities in school: moving towardsexclusion

•exclusions and young people’s lives

•improving participation in schooling.

Providing fascinating reading for teachers, socialworkers, researchers, and policy makers this bookconsiders how educational disadvantage might beaddressed through recognition of the gender andclass identities of pupils.

June 2010: 6-1/4 x 9-1/4: 136ppHb: 978-0-415-55301-8: $125.00Pb: 978-0-415-55302-5: $42.95www.routledge.com/9780415553025

NEW

Social Studies and DiversityEducationWhat We Do and Why We Do It

Edited by Elizabeth E. Heilman, Ramona Frujaand Matthew Missias, all at Michigan StateUniversity, USA

The preparation of socialstudies teachers is crucial notonly to the project of goodeducation, but, even morebroadly, to the cultivation of ahealthy democracy and thegrowth of our nation’scitizens. This one-of-a-kindresource features ideas fromover one hundred of ournation’s most thoughtfulteacher educators reflecting

on their best practices and offering specificstrategies through which future teachers can learnto teach, thus illuminating the careful planning anddeep thinking that go into the preparation of thenation’s social studies teachers. While concentratingon daily teaching realities such as lesson planningand meeting national standards, each contributoralso wrestles with the most important current issueson educating teachers for today’s increasinglydiverse, complex, and global society.

Features of this unique teaching resource include:

•volume sections that are arranged by bothdisciplinary organization and approach or activity

•thoughtful introductory section essays thatconceptualize each theme, providing aconscientious theoretical overview and analysis ofeach individual section

•rich and concrete examples of best practice fromsome of the nation’s most diverse and highlyregarded scholars and teacher educators

•an index that identifies the appropriate teachinglevel and teacher education context and links thestrategies and ideas that are presented in the essayto the relevant INTASC and NCSS standards forquick reference in classroom planning as well asinstitutional development and implementation.

A much-needed addition to the field, thiscomprehensive volume will be of value to anyteacher interested in social studies or diversityeducation across age groups and educationalcontexts.

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






NEW

REVISED EDITION

Against Common SenseTeaching 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 forsocial justice” is often used,but not always explained.What does it really mean toteach for social justice? Whatare the implications for anti-oppressive teaching acrossdifferent areas of thecurriculum? Drawing on hisown experiences teachingdiverse grades and subjects,Kevin Kumashiro examines

various aspects of anti-oppressive teaching andlearning in six different subject areas. Connectingpractice to theory through new pedagogicalelements, the revised edition of this bestselling textfeatures:

•a new and timely preface that considers thepossibilities of anti-oppressive teaching andteaching for social justice in the face of increasingpressure from both the Right and the Left toaccept neoliberal school reform policies

•end of chapter questions that enhancecomprehension of arguments, help concretizeabstract ideas into classroom practice, andencourage critique

•a sampling of print and online resources that willinspire students to further their social justiceeducation.

The new pedagogical components of the revisededition will offer K-12 teachers and teachereducators the tools they need to teach against theircommon sense assumptions and continue theevolution of social justice in education.

June 2009: 6 x 9: 184ppHb: 978-0-415-80221-5: $125.00Pb: 978-0-415-80222-2: $27.95eBook: 978-0-203-87006-8


Western Psychological andEducational Theory in DiverseContextsEdited by Julian Elliott Durham University, UK, andElena L. Grigorenko, Yale University, USA

This book examines aspects of Westernpsychological and educational theory in relation toeducational practice around the world, andconsiders the extent to which currentunderstandings are truly applicable to a range ofdiverse settings. In so doing, it also seeks toquestion, where appropriate, existing orthodoxieswithin Western educational systems.

February 2009: 6-3/4 x 9-3/4: 200ppPb: 978-0-415-49136-5: $40.00www.routledge.com/9780415491365

The Routledge InternationalCompanion to MulticulturalEducationEdited by James A. Banks, University ofWashington, Seattle, USA

”Even for a writer and academic of such caliberas James Banks, this book is a tour de force.”– Gillian Klein, Race Equality Teaching, 2009

This volume is the firstauthoritative reference workto provide a trulycomprehensive internationaldescription and analysis ofmulticultural educationaround the world. It isorganized around keyconcepts and uses casestudies from various nationsin different parts of the worldto 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 – LatinAmerica and the French-speaking nations in Africa.The book is divided into ten sections, coveringtheory and research pertaining to curriculum reform,immigration and citizenship, language, religion, andthe education of ethnic and cultural minority groupsamong other topics.

With forty newly commissioned pieces written by aprestigious group of internationally renownedscholars, The Routledge International Companion toMulticultural Education provides the definitivestatement on the state of multicultural educationand on its possibilities for the future.

March 2009: 6-3/4 x 9-3/4: 592ppSet: 978-0-415-96230-8: $170.00eBook: 978-0-203-88151-4www.routledge.com/9780415962308

Social Justice, Peace, andEnvironmental EducationTransformative Standards

Edited by Julie Andrzejewski, St. Cloud StateUniversity, USA, Marta Baltodano, LoyolaMarymount University, USA and Linda Symcox

The concept of ”standards”seems antithetical to the wayscritical educators arededicated to teaching, butwhat would ”standards” looklike if they were generatedfrom social justiceperspectives and throughcollaborative and inclusiveprocesses? Such is the centralquestion posed by thecontributors of this

groundbreaking collection on the interconnectivityof social justice, peace, and environmentalpreservation. Challenging education that promotesconsumerism, careerism, and corporate profiteering,they boldly offer examples of a new paradigm forpracticing a transformative critical pedagogy. Ratherthan just talking about coalition building within andacross educational communities, they demonstratehow we might communicate from different vantagepoints and disciplinary boundaries to create abroader picture of social and eco-justice. SocialJustice, Peace, and Environmental Education will berequired reading for educators and students whowant to envision and practice living, acting, andteaching for a better world.





Teaching/Learning,Social Justice Series

Series Editor: Lee Ann Bell

Activist EducatorsBreaking Past Limits

Edited by Catherine Marshall and Amy L.Anderson, both at University of North Carolina,Chapel Hill, USA

Activist Educators offers aview into the big picture ofassertive idealisticprofessionals’ lives bypresenting rich qualitativedata on the impetus behindeducators’ activism and thestrategies they used to pushlimits in fighting for a cause.Chapters follow the stories ofeducator activists as they takeon problems in schools,

including sexual harassment, sexism, racism,reproductive rights, and GLBT rights. The research inActivist Educators contributes to an understandingof professional and personal motivations foreducators’ activism, ultimately offering a significantcontribution to aspiring teachers who need to knowthat education careers and social justice activistcauses need not be mutually exclusive pursuits.


Telling Stories to Change the WorldGlobal Voices on the Power of Narrative to BuildCommunity and Make Social Justice Claims

Edited by Rickie Solinger, Madeline Fox, The CityUniversity of New York, USA and Kayhan Irani

This is a powerful collectionof essays about community-based and interest-basedprojects where storytelling isused as a strategy forspeaking out for justice. Thesecompelling accounts ofresistance, hope, and visionshowcase the power of thestorytelling form to generatecritique and collective action.Together, these projects

demonstrate the contemporary power of stories tostimulate engagement, active citizenship, the prideof identity, and the humility of humanconnectedness.


Teacher Education and the Strugglefor Social JusticeKenneth M. Zeichner, University of Wisconsin-Madison, USA

”Clear, articulate, and cogent. [Zeichner]exhibits a commitment to a vision of socialjustice that rightly demands the very best bothfrom society and from those of us who work inschools, communities, and teacher educationinstitutions.” – Michael W. Apple, From theForeword

In this selection of his workfrom 1991–2008, Kenneth M.Zeichner examines therelationships between variousaspects of teacher education,teacher development, andtheir contributions to theachievement of greater justicein schooling and in thebroader society. A majortheme that comes up indifferent ways across the

chapters is Zeichner’s belief that the mission ofteacher education programs is to prepare teachers inways that enable them to successfully educateeveryone’s children. A second theme is an argumentfor a view of democratic deliberation in schooling,teacher education, and educational research wheremembers of various constituent groups havegenuine input into the educational process.

Teacher Education and the Struggle for Social Justiceis directed to teacher educators and to policymakers who see teacher education as a criticalelement in maintaining a strong public educationsystem in a democratic society.


Race, Gender and EducationalDesireWhy Black Women Succeed and Fail

Heidi Safia Mirza, Middlesex University, UK

This book reveals theemotional and socialconsequences of gendereddifference and racial divisionas experienced by black andethnicised women, teachersand students in schools anduniversities, taking the topicin new, challenging directions.


The Routledge InternationalHandbook of Critical EducationEdited by Michael W. Apple, University ofWisconsin-Madison, USA, Wayne Au, CaliforniaState University, USA and Luis Armand Gandin,Federal University of Rio Grande do Sul, Brazil

The Routledge InternationalHandbook of CriticalEducation is the firstauthoritative reference workto provide an internationalanalysis of the relationshipbetween power, knowledge,education, and schooling.Rather than focusing solely onquestions of how we teachefficiently and effectively,contributors to this volume

push further to also think critically about education’srelationship to economic, political, and culturalpower. The various sections of this book integrateinto their analyses the conceptual, political,pedagogic, and practical histories, tensions, andresources that have established critical education asone of the most vital and growing movementswithin the field of education, including topics suchas:

•Social Movements and Pedagogic Work

•Critical Research Methods for Critical Education

•The Politics of Practice and the Recreation ofTheory

•The Freirian Legacy.

With a comprehensive introduction by Michael W.Apple, Wayne Au, and Luis Armando Gandin, alongwith thirty-five newly-commissioned pieces by someof the most prestigious education scholars in theworld, this Handbook provides the definitivestatement on the state of critical education and onits possibilities for the future.

February 2009: 7 x 10: 512ppHb: 978-0-415-95861-5: $170.00eBook: 978-0-203-88299-3www.routledge.com/9780415958615




Teaching/Learning,Social Justice Series

Series Editor: Lee Ann Bell

Affirming Students’ Right to TheirOwn LanguageBridging Language Policies and PedagogicalPractices

Edited by Jerrie Cobb Scott, The University ofMemphis, USA, Dolores Y. Straker, University ofCincinnati, USA and Laurie Katz, The Ohio StateUniversity, USA

A Co-publication of theNational Council ofTeachers of English andRoutledge

This landmark volumeresponds to the call to attendto the unfinished pedagogicalbusiness of the NCTEConference on CollegeComposition andCommunication 1974Students’ Right to Their Own

Language resolution. Chronicling the interplaybetween legislated/litigated education policies andlanguage and literacy teaching in diverse classrooms,it presents exemplary research-based practices thatmaximize students’ learning by utilizing their home-based cultural, language, and literacy practices tohelp them meet school expectations.


2ND EDITION

The Critical Pedagogy ReaderEdited by Antonia Darder, University of Illinois atUrbana-Champaign, USA, Marta P. Baltodano,Loyola Marymount University, USA and Rodolfo D.Torres, University of California, Irvine, USA

Since its first publication, TheCritical Pedagogy Reader hasfirmly established itself as theleading collection of classicand contemporary essays bythe major thinkers in the fieldof critical pedagogy.

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

Foundations of Critical Race Theoryin EducationEdited by Edward Taylor, University of Washington,Seattle, USA, David Gillborn, University of London,UK and Gloria Ladson-Billings, University ofWisconsin-Madison, USA

The emergence of CriticalRace Theory (CRT) marked animportant point in the historyof racial politics in the legalacademy and the broaderconversation about race andracism in the United States.More recently, CRT hasproven an important analytictool in the field of education,offering critical perspectiveson race, and the causes,

consequences and manifestations of race, racism,inequity, and the dynamics of power and privilege inschooling. This groundbreaking anthology is the firstto pull together both the foundational writings inthe field and more recent scholarship on the culturaland racial politics of schooling. A comprehensiveintroduction provides an overview of the history andtenets of CRT in education. Each section then seeksto explicate ideological contestation of race ineducation and to create new, alternative accounts.In so doing, this landmark publication not onlydocuments the progress to date of the CRTmovement, it acts to further spur developments ineducation.

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

American Indian EducationCounternarratives in Racism, Struggle, and theLaw

Matthew L.M. Fletcher, Michigan State University,USA

This original book highlightsthe challenges faced byAmerican Indian students atall levels of education,analyzing their educationthrough a lens of law andpolicy, paving the way for anhonest discussion aboutsolutions.


Handbook of Social Justice inEducationEdited by William Ayers, University of Illinois atChicago, USA, Therese Quinn, The School of theArt Institute of Chicago, USA and David Stovall,University of Illinois at Chicago, USA

The Handbook of SocialJustice in Education, acomprehensive and up-to-date review of the field,addresses, from multipleperspectives, educationtheory, research, and practicein historical and ideologicalcontext, with an emphasis onsocial movements for justice.Each of the nine sectionsexplores a primary theme of

social justice and education:

•Historical and Theoretical Perspectives

•International Perspectives on Social Justice inEducation

•Race and Ethnicity, Language and Identity: SeekingSocial Justice in Education

•Gender, Sexuality and Social Justice in Education

•Bodies, Disability and the Fight for Social Justice inEducation

•Youth and Social Justice in Education

•Globalization: Local and World Issues in Education

•The Politics of Social Justice Meets Practice: TeacherEducation and School Change

•Classrooms, Pedagogy, and Practicing Justice.

Timely and essential, this is a must-have volume forresearchers, professionals, and students across thefields of educational foundations, multicultural/diversity education, educational policy, andcurriculum and instruction.





Racism and EducationCoincidence or Conspiracy?

David Gillborn, University of London, UK

Built on a foundation ofcompelling evidence, fromnational statistics to studies ofclassroom life, this bookshows how race inequality isshaped and legitimized acrossthe system. The studyexplores a series of key issuesincluding:

•the impact of the ”War onTerror” and how policyprivileges the interests ofwhite people

•how assessment systems produce race inequality

•exposes the ”gifted and talented” programme as aform of eugenic thinking based on discredited andracist myths about intelligence and ability

•documents the Stephen Lawrence case revealinghow policy makers have betrayed earliercommitments to race equality

•shows how ”model minorities” are created andused to counter anti-racism

•how education policy is implicated in the defenceof white power.

Racism & Education takes critical antiracist analysesto a new level and represents a fundamentalchallenge to current assumptions in the field. With apreface by Richard Delgado, one of the founders ofcritical race theory.


2ND EDITION

Culture in School LearningRevealing the Deep Meaning

Etta R. Hollins, University of Southern California,Los Angeles, USA

This text presents a powerfulprocess for developing ateaching perspective based onconstructing an operationaldefinition of culture thatreveals its deep meaning incognition and learning, andapplying a reflective-interpretive-inquiry approachto making linkages betweenstudents’ cultural andexperiential backgrounds and

classroom instruction.

2008: 6 x 9: 224ppPb: 978-0-8058-4108-4: $34.95eBook: 978-0-203-92943-8


6-VOLUME SET

History of Multicultural Education Edited by Carl A. Grant, University of Wisconsin,USA and Thandeka K. Chapman, University ofWisconsin, USA

This benchmark six-volumeset documents, analyzes, andcritiques a comprehensivebody of research on thehistory of multiculturaleducation in the US. Thesevolumes do not promote anyone scholar’s or group’s visionof multicultural education,but include conflicting idealsthat inform multipleinterpretations. Each volume

contains archival documents organized around aspecific theme:

•Volume 1: Conceptual Frameworks and CurricularContent

•Volume 2: Foundations and Stratifications

•Volume 3: Instruction and Assessment

•Volume 4: Policy and Policy Initiatives

•Volume 5: Students and Student Learning

•Volume 6: Teachers and Teacher Education

Exploring the tenets of the field and examining theindividuals whose work has contributed significantlyto equity and social justice for all citizens, thislandmark set illuminates the historical importance,current relevance, and future implications ofmulticultural education.

VOLUME 1

History of Multicultural Education Conceptual Frameworks and Curricular Issues

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

VOLUME 2

History of Multicultural Education Foundations and Stratifications2008: 6 x 9: 408ppHb: 978-0-8058-5441-1: $140.00www.routledge.com/9780805854411

VOLUME 3

History of Multicultural Education Instruction and Assessment2008: 6 x 9: 360ppHb: 978-0-8058-5443-5: $140.00www.routledge.com/9780805854435

VOLUME 4

History of Multicultural Education Policy and Policy Initiatives

2008: 6 x 9: 248ppHb: 978-0-8058-5445-9: $140.00www.routledge.com/9780805854459

VOLUME 5

History of Multicultural Education Students and Student Leaning2008: 6 x 9: 432ppHb: 978-0-8058-5447-3: $140.00www.routledge.com/9780805854473

VOLUME 6

History of Multicultural Education Teachers and Teacher Education2008: 6 x 9: 408ppHb: 978-0-8058-5449-7: $140.00www.routledge.com/9780805854497

6-VOLUME SET

Set History of MulticulturalEducation2008: 6 x 9Hb Set: 978-0-415-98889-6: $685.00www.routledge.com/9780415988896




History of Multicultural Education

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

Language and Minority RightsEthnicity, Nationalism and the Politics ofLanguage

Stephen May, University of Waikato, New Zealand

In this provocative and ground-breaking book,Stephen May argues for a non-essentialistunderstanding of language rights, while at the sametime outlining why language rights, particularly forminority groups, are defensible and important, bothacademically and politically.

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

Language, Culture, and Communityin Teacher EducationEdited by Maria Estela Brisk, Boston College, USA

Published by Routledge for the AmericanAssociation of Colleges for Teacher Education

This volume addresses the pressing reality in teachereducation that all teachers need to be prepared towork effectively with linguistically and culturallydiverse student populations. Every classroom in thecountry is already, or will soon be, deeply affectedby the changing demographics of America’sstudents.


Place-Based Education in theGlobal AgeLocal Diversity

Edited by David A. Gruenewald, Washington StateUniversity, USA and Gregory A. Smith, Lewis andClark College, USA

This volume – a landmark contribution to theburgeoning theory and practice of place-basededucation – is organized around three themes:

•reclaiming broader meanings of education

•models for place-based learning

•global visions of the local in Higher Education.

This is a powerfully relevant volume for researchers,teacher educators, and students across the fields ofcurriculum theory, educational foundations, criticalpedagogy, multicultural education, andenvironmental education.


Race, Culture, and SchoolingIdentities of Achievement in Multicultural UrbanSchools

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

Responding to a need for greater culturalcompetence in the preparation and development ofteachers in diverse public school settings, this bookinvestigates the critical developmental and socialprocesses mediating students’ academic identities inthose settings posing the greatest challenges to theirschool achievement and personal development, andit provides an accessible, practice-oriented culturallyresponsive framework for teachers in Americanschools.


2ND EDITION

Handbook for Achieving GenderEquity Through EducationEdited by Susan S. Klein, Feminist MajorityFoundation, USA, Barbara Richardson, Dolores A. Grayson, Lynn H. Fox, AmericanUniversity, USA, Cheris Kramarae, Diane S. Pollard and Carol Anne Dwyer,Educational Testing Service, USA

First published in 1985, the Handbook for AchievingGender Equity Through Education quicklyestablished itself as the essential reference workconcerning gender equity in education. This new,expanded edition provides a twenty-yearretrospective of the field, one that has the greatadvantage of documenting US national data on thegains and losses in the efforts to advance genderequality through policies such as Title IX, thelandmark federal law prohibiting sex discriminationin education, equity programs and research.

2007: 8-1/2 x 11: 768ppHb: 978-0-8058-5453-4: $325.00Pb: 978-0-8058-5454-1: $114.95eBook: 978-1-4106-1763-7www.routledge.com/9780805854541

TEXTBOOK

Doing Multicultural Education forAchievement and EquityCarl A. Grant, University of Wisconsin, USA andChristine Sleeter, California State University, USA

This hands-on, reader-friendly multiculturaleducation textbook aims to actively engageeducation students in critical reflection and selfexamination as they prepare to teach in increasinglydiverse classrooms. As it promotes an understandingof the history of and need for multiculturaleducation in schools, Carl A. Grant and ChristineSleeter’s book connects multicultural education topreservice teachers’ personal and professional spacesand more importantly to an understanding of equityin school and society.

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

Curriculum Studies

3RD EDITION

The Curriculum Studies ReaderEdited by David J. Flinders, Indiana University, USAand Stephen J. Thornton, University of SouthFlorida, USA

In this much-anticipated thirdedition of the best-sellinganthology, David J. Flindersand Stephen J. Thornton onceagain bring together the bestscholarship in curriculumstudies. From John Dewey’snineteenth-century creed toNel Noddings’ twenty-firstcentury aims, this thoughtfulcombination of new andtimely essays provides a

complete survey of the discipline coupled withconcrete examples of innovative curriculum and anexamination of contemporary topics. New to thisedition are additional historical and contextualpieces from Maria Montessori and Jerome Bruner,and a thoroughly updated collection ofcontemporary selections, reflecting issues such asstandardization, high-stakes testing, andglobalization.

Carefully balanced to engage with the history ofcurriculum studies while simultaneously lookingahead to its future, The Curriculum Studies Readercontinues to be the most authoritative collection inthe field.


Constructivist InstructionSuccess or Failure?

Edited by Sigmund Tobias, Teachers College,Columbia University, USA and Thomas M. Duffy,Indiana University, USA

Bringing together leadingthinkers from both sides ofthe hotly debated controversyabout constructivistapproaches to instruction, thisbook presents the evidencefor and against constructivismand detailed views from bothsides of the controversy. Adistinctive feature is thedialogue built into it betweenthe different positions.

March 2009: 6 x 9: 392ppHb: 978-0-415-99423-1: $150.00Pb: 978-0-415-99424-8: $52.95eBook: 978-0-203-87884-2


MULTICULTURAL EDUCATION, DIVERSITY AND SOCIAL JUSTICE EDUCATION CURRICULUM STUDIES 29



NEW

Curriculum Studies Handbook – TheNext MomentEdited by Erik Malewski, Purdue University, USA

What comes after thereconceptualization ofcurriculum studies? What isthe contribution of the nextwave of curriculum scholars?Comprehensive and on thecutting edge, this Handbookspeaks to these questions andextends the conversation onpresent and future directionsin curriculum studies throughthe work of twenty-four

newer scholars who explore, each in their ownunique ways, the present moment in curriculumstudies. To contextualize the work of this up-and-coming generation, each chapter is paired with ashorter response by a well-known scholar in thefield, provoking an intra-/inter-generationalexchange that illuminates both historical trajectoriesand upcoming moments. From theorizing at thecrossroads of feminist thought and post-colonialismto new perspectives that include critical race currere,queer southern studies, Black feminist culturalanalysis, post-structural policy studies, spiritualecology, and East-West international philosophies,present and future directions in the US Americanfield are revealed.

July 2009: 7 x 10: 584ppHb: 978-0-415-98948-0: $250.00Pb: 978-0-415-98949-7: $99.95eBook: 978-0-203-87779-1


Cross-Cultural Studies in CurriculumEastern Thought, Educational Insights

Edited by Claudia Eppert, University of Alberta,Canada and Hongyu Wang, Oklahoma StateUniversity, USA

This volume broadens the horizon of educationalresearch in North America by introducing acomprehensive dialogue between Eastern andWestern philosophies and perspectives on thesubject of curriculum theory and practice. It is a verytimely work in light of the progressively globalizednature of education and educational studies and theincreasingly widespread attunement to Easterneducational theories in the West.


Teaching By NumbersDeconstructing the Discourse of Standards andAccountability in Education

Peter M. Taubman, Brooklyn College, USA

Over the last decade thetransformation in the field ofeducation that is occurringunder the twin banners of“standards” and“accountability” hasmaterially affected everyaspect of schooling, teaching,and teacher education in theUnited States. Teaching ByNumbers, offersinterdisciplinary ways to

understand the educational reforms underway inurban education, teaching, and teacher education,and their impact on what it means to teach. PeterM. Taubman maps the totality of the transformationand takes into account the constellation of forcesshaping it. Going further, he proposes an alternativevision of teacher education and argues why such aprogram would better address the concerns of well-intentioned educators who have surrendered tovarious reforms efforts. Illuminating and timely, thisvolume is essential reading for researchers, students,and professionals across the fields of urbaneducation, curriculum theory, social foundations,educational policy, and teacher education.


2009 AERA DIVISION B (CURRICULUM STUDIES) OUTSTANDING

BOOK AWARD

Children’s Books for Grown-UpTeachersReading and Writing Curriculum Theory

Peter Appelbaum, Arcadia University, Philadelphia,USA

Teachers and prospectiveteachers read children’sbooks, but that reading isoften done as a ”teacher” –that is, as planning forinstruction – rather than as a”reader” engaged with thetext. Children’s Books forGrown-Up Teachers modelsthe kind of thinking aboutteaching and learning – thesort of curriculum theorizing –

accomplished through teachers’ interactions withthe everyday materials of teaching.


CURRICULUM STUDIES30



Studies in Curriculum Theory Series

Series Editor: William F. Pinar

NEW

The Worldliness of a Cosmopolitan EducationPassionate Lives in Public Service

William F. Pinar, University of British Columbia, Canada

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 ofteacher 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 serviceand private passion. Such a curriculum provides passages between the subjective andthe social, and in so doing, engenders that worldliness a cosmopolitan educationinvites. Such worldliness is vividly discernible in the lives of three heroic individuals:Jane Addams (1860-1935), Laura Bragg (1881-1978), and Pier Paolo Pasolini (1922-

1975). What these disparate individuals demonstrate is the centrality of subjectivity in the cultivation ofcosmopolitanism. Subjectivity takes form in the world, and the world is itself reconstructed by subjectivityísengagement with it.

In this intriguing, thought-provoking, and nuanced work, Pinar outlines a cosmopolitan curriculum focusedon passionate lives in public service, providing one set of answers to how the field accepts and attends tothe inextricably interwoven relations among intellectual rigor, scholarly erudition, and intense but variegatedengagement with the world.

June 2009: 6 x 9: 240ppHb: 978-0-415-99550-4: $135.00Pb: 978-0-415-99551-1: $42.95eBook: 978-0-203-87869-9www.routledge.com/9780415995511

Studies in Curriculum Theory Series

Series Editor: William F. Pinar

NEW

Handbook of Public PedagogyEducation and Learning Beyond Schooling

Edited by Jennifer A. Sandlin, Arizona StateUniversity, USA, Brian Schultz, Northeastern IllinoisUniversity, USA and Jake Burdick, Arizona StateUniversity, USA

Bringing together scholars,public intellectuals, andactivists from across the fieldof education, the Handbookof Public Pedagogy exploresand maps the terrain of thisburgeoning field. For the firsttime in one comprehensivevolume, readers will be ableto learn about the history andscope of the concept andpractices of public pedagogy.

•What is ”public pedagogy?”

•What theories, research, aims, and values informit?

•What does it look like in practice?

Offering a wide range of differing, even diverging,perspectives on how the ”public” might operate asa pedagogical agent, this handbook provides newways of understanding educational practice, bothwithin and without schools. It implores teachers,researchers, and theorists to reconsider theirfoundational understanding of what counts aspedagogy and of how and where the process ofeducation occurs. The questions it raises and thecritical analyses they require provide curriculum andeducational workers and scholars at large with newways of understanding educational practice, bothwithin and without schools.

December 2009: 7 x 10: 752ppHb: 978-0-415-80126-3: $260.00Pb: 978-0-415-80127-0: $114.95eBook: 978-0-203-86368-8www.routledge.com/9780415801270

4TH EDITION

Key Concepts for UnderstandingCurriculumColin J. Marsh, Curtin University of Technology,Australia

Series: Teachers’ Library

Key Concepts forUnderstanding Curriculum isan invaluable guide for allinvolved in curriculummatters. Now fully updated,this revised and enlargedfourth edition provides notonly a solid grounding in thesubject but also covers thelatest trends and issuesaffecting the field. Written inColin J. Marsh’s clear and

accessible style, the book details the strengths,weaknesses and controversies around majorconcepts in curriculum.

This up-to-date edition of a definitive text will beessential reading for anyone involved in curriculumplanning or development. It will be especially usefulto students training to be teachers, and practisingteachers following professional developmentprogrammes.


TEXTBOOK

2ND EDITION

Back to the Basics of Teaching andLearning”Thinking the World Together”

David W. Jardine, Patricia Clifford and SharonFriesen, all at University of Calgary, Canada

This book is about anecological-interpretive imageof ”the basics.” Essaysdetailing everyday, livedevents in classroom life arepresented to help readers seebeneath the surfaceordinariness of these eventsto uncover and examine theunderlying complex andcontested meanings theycontain. Readers are invited to

imagine what would happen to our understandingof teaching and learning if we stepped away fromthe image of basics-as-breakdown under whicheducation labors today.

2008: 6 x 9: 288ppPb: 978-0-8058-6320-8: $43.95eBook: 978-1-4106-1774-3

• AVAILABLE AS A COMPLIMENTARY COPY www.routledge.com/9780805863208

TEXTBOOK

Mathematics and TeachingMichele D. Crockett, University of Illinois atUrbana-Champagne, USA

Series: Reflective Teaching and the Social Conditionsof Schooling

Mathematics and Teachinguses case studies to explorecomplex and pervasive issuesthat arise in teaching. In thisvolume, school mathematicsis the context in which toconsider race, equity, politicalcontexts and the broadersocial and culturalcircumstances in whichschooling occurs.

2008: 6 x 9: 144ppPb: 978-0-8058-4419-1: $30.95eBook: 978-0-203-93021-2


Interdisciplinary Education in theAge of AssessmentEdited by David M. Moss, Terry A. Osborn andDouglas Kaufman, all at University of Connecticut,USA

Interdisciplinary Education inthe Age of Assessmentaddresses a prevalent need ineducational scholarship today.Many current standards-drivencurricula follow strict subject-specific guidelines, leavingeducators little room forinterdisciplinary innovation.This book is geared towardsdeveloping assessmentmodels specific to

interdisciplinary education, positioning itself as aseminal volume in the field and a valuable resourceto educators across the disciplines. Each chaptercovers a major subject area (literacy, science, math,social studies, bilingual education, foreign language,educational policy) and discusses methods ofassessing integrated/ interdisciplinary curriculum andinstruction.


CURRICULUM STUDIES 31



Curriculum and the Teacher35 years of the Cambridge Journal of Education

Edited by Nigel Norris, University of East Anglia, UK

Series: Education Heritage

Bringing together seminal papers from theCambridge Journal of Education around the themeof curriculum and the teacher, this book exploresthe changing conceptions of curriculum andteaching and the changing role of the teacher incurriculum development.

2008: 6-1/4 x 9-1/4: 372ppHb: 978-0-415-45533-6: $180.00eBook: 978-0-203-93085-4www.routledge.com/9780415455336

Handbook of TechnologicalPedagogical Content Knowledge(TPCK) for EducatorsEdited by The AACTE Committee on Innovationand Technology, USA

Published by Routledge for the AmericanAssociation of Colleges for Teacher Education

This Handbook addresses theconcept and implementationof technological pedagogicalcontent knowledge–theknowledge and skills thatteachers need in order tointegrate technologymeaningfully into instructionin specific content areas.


Curriculum and ImaginationProcess Theory, Pedagogy and Action Research

James McKernan, East Carolina University, USA

Curriculum and Imagination provides a rational andlogical alternative for all educators who plancurriculum but do not wish to be held captive by amechanistic ”ends-means” notion of educationalplanning. Anyone studying or teaching curriculumstudies, or involved in education or educationalplanning, will find this important new bookfascinating reading.


TEXTBOOK

Religion and TeachingRonald D. Anderson, University of Colorado atBoulder, USA

Series: Reflective Teaching and the Social Conditionsof Schooling

This text engages preservice and practicing teachersin considering some of the complex issues related toreligion and teaching that all educators face in theirinteractions with students, parents, administrators,and fellow teachers.

2007: 6 x 9: 136ppPb: 978-0-8058-5162-5: $30.95eBook: 978-1-4106-1632-6


Bringing Knowledge Back InFrom Social Constructivism to Social Realism inthe Sociology of Education

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

This compelling andprovocative book will beessential reading for anyoneinvolved in research anddebates about the curriculumas well as those with aspecific interest in thesociology of education.


Critical Essays on Major CurriculumTheoristsDavid Scott, University of Lincoln, UK

This book is a critical appreciation of the work ofsixteen leading curriculum theorists, taking accountof the writings of a balance of established thinkersand curriculum analysts from the fields of education,philosophy, sociology, and psychology. The theoristsinclude major names such as Lev Vygotsky, JeromeBruner, Maxine Greene, Basil Bernstein, MichealFoucault, Elliott Eisner, John White, Michael Apple,and more. Ideal for students on all teacher trainingcourses looking for an introduction to some of thekey educational thinkers of our time, this key textcan also be used as a companion volume to theRoutledge four-volume set on curriculum theory.


Qualitative Research

FORTHCOMING

The Discourse of Teaching PracticeFeedbackA Corpus-Based Investigation of Spoken andWritten Modes

Fiona Farr

Series: Routledge Advances in Corpus Linguistics

Fiona Farr examines the spoken and writtenlanguage of post-observation teaching-practicefeedback on teacher education programmes. To doso, she draws upon theories from discourse analysis,conversation analysis, and pragmatics to frame theanalysis of feedback meetings and written tutorreports, which are then examined using comparativequantitative and qualitative corpus-basedtechniques.

March 2010: 6 x 9: 176ppHb: 978-0-415-80607-7: $120.00www.routledge.com/9780415806077

NEW

Qualitative Research inInternational SettingsA Practical Guide

David Stephens, University of Brighton, UK

The teaching of qualitativeresearch skills in universities isnow widespread and thenumber of institutionsoffering courses in researchmethods in education and thesocial sciences is growing,while professionals in thefields of education, healthand the social services areincreasingly required to carryout research, evaluation and

reviews. Qualitative Research in InternationalSettings will be an invaluable resource for allpostgraduates and professionals engaged inresearch of this kind.

Drawing upon the author’s extensive experience ofeducational research in the Developing World, thebook focuses upon working in a variety of culturaland national contexts. It combines the practice andtheory of qualitative research by clarifying andcommunicating the core ideas and principles of thisform of research and highlighting specific casestudies as models of good practice.

June 2009: 6-1/4 x 9-1/4: 168ppHb: 978-0-415-28057-0: $125.00Pb: 978-0-415-28058-7: $37.95


CURRICULUM STUDIES QUALITATIVE RESEARCH32



NEW

Researching Sex and Lies in theClassroomAllegations of Sexual Misconduct in Schools

Pat Sikes, University of Sheffield, UK andHeather Piper, Manchester Metropolitan University, UK

Researching Sex and Lies inthe Classroom draws on in-depth qualitative researchexploring the experiences,perceptions andconsequences for those whohave been falsely accused ofsexual misconduct withpupils, and for the familymembers, friends andcolleagues affected by orinvolved in the accusation

process. The book also highlights the dilemmas anddifficulties the authors themselves have facedresearching this field, such as:

•ethical and methodological concerns over whetheror not the teachers had indeed been falselyaccused, or were guilty and taking advantage ofthis project to construct an alternative, innocentidentity

•the difficulty of obtaining institutional ethicalclearance to undertake and publish research whichchallenges master narratives concerning childrenand their protection

•the reluctance of funders to support research incontroversial and sensitive areas.

Researching Sex and Lies in the Classroom revealsfindings which are both informative and shocking. Itinterrogates the appropriateness of currentinvestigative and judicial procedures and practices,and it raises general questions about the surveillanceand control of research and academic voice. It willbe of great benefit to academics and researchersinterested in this field, as well as postgraduatestudents, teachers, and other professionals workingwith the fear of allegations of abuse.

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

FORTHCOMING

Researching Violence, Democracyand the Rights of PeopleJohn F. Schostak, Manchester MetropolitanUniversity, UK and Jill Schostak, University of EastAnglia, UK

Researching Violence,Democracy and the Rights ofPeople explores what is atstake methodologically (boththeoretically and practically)for researchers seeking toexpand opportunities forpeople to become visibleupon the public stages ofdebate, decision making andaction, and thus make audibletheir experiences of wrongs

and injustices, express their rights, and engagedemocratically in processes of change.

Drawing on international contributions andcontexts, this book introduces readers to thecomplex realities of real research and the substantiveissues that their methodological approaches strive todeal with. It will benefit undergraduate andpostgraduate students as well as post-doctoral andexperienced researchers across a range of culturaland social science disciplines, as well as educationaland sociological researchers. Its aim is to explore andcontribute to the development of innovatoryapproaches to engaging in research that make adifference in the lives of people.

February 2010: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-47877-9: $130.00Pb: 978-0-415-47878-6: $47.95eBook: 978-0-203-86360-2www.routledge.com/9780415478786

NEW

Qualitative Educational ResearchReadings in Reflexive Methodology andTransformative Practice

Edited by Wendy Luttrell, City University of NewYork, USA

Qualitative EducationalResearch is a comprehensiveanthology designed todeepen education students’thinking about theirqualitative research purposes,questions, and decision-making. Focusing on variousepistemological, intellectual,and ethical conflicts in doingsocial analysis, this readerinvites researchers-in-training

to explore why, from what perspective, for whosebenefit, and with what stakes are research questionsbeing posed. Drawing from her wealth of expertiseexecuting and teaching qualitative researchmethods, scholar Wendy Luttrell has selected essaysthat focus specifically on the challenges ofqualitative inquiry as they pertain to the field ofeducation. These essays present multiple paradigmsand perspectives in qualitative inquiry, includinginterpretivism, critical theory, cultural studies,feminist theories, critical psychology, and critical racetheory. Reflexive writing assignments at the end ofthe volume expand readers’ understanding of theessays and guide students through developing theirown research design.

September 2009: 7 x 10: 520ppHb: 978-0-415-95795-3: $150.00Pb: 978-0-415-95796-0: $46.95• AVAILABLE AS A COMPLIEMENTARY COPYwww.routledge.com/9780415957960

QUALITATIVE RESEARCH 33



Want More Information

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

Rethinking Contexts for Learningand TeachingCommunities, Activites and Networks

Edited by Richard Edwards, Gert Biesta, bothUniversity of Stirling, UK and Mary Thorpe, OpenUniversity, UK

Now that learning is seen aslifelong and lifewide, whatspecifically makes a learningcontext? What are theresultant consequences forteaching practices whenworking in specific contexts?Drawing upon a variety ofacademic disciplines,Rethinking Contexts forLearning and Teachingexplores some of the different

means of understanding teaching and learning,both in and across contexts, the issues they raiseand their implications for pedagogy and research. Itspecifically addresses:

•What constitutes a context for learning?

•How do we engage the full resources of learnersfor learning?

•What are the relationships between differentlearning contexts?

•What forms of teaching can most effectivelymobilise learning across contexts?

•How do we methodologically and theoreticallyconceptualise contexts for learning?

Drawing upon practical examples and the UK’s TLRP,this book brings together a number of leadingresearchers to examine the assumptions aboutcontext embedded within specific teaching andlearning practices. It considers how they might bedeveloped to extend opportunity by drawing uponlearning from a range of contexts, including schools,colleges, universities and workplaces.

February 2009: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-46775-9: $150.00Pb: 978-0-415-46776-6: $42.95eBook: 978-0-203-88175-0www.routledge.com/9780415467766

NEW

Activity Theory in PracticePromoting Learning Across Boundaries andAgencies

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 andSten R. Ludvigsen, University of Oslo, Norway

This ground-breaking book brings together cutting-edge researchers who study the transformation ofpractice through the enhancement andtransformation of expertise. This is an importantmoment for such a contribution because expertise isin transition – moving toward collaboration in inter-organizational fields and continuous shaping oftransformations. To understand and master thistransition, powerful new conceptual tools areneeded and are provided here.

The theoretical framework which has shaped thesestudies is Cultural Historical Activity Theory (CHAT).CHAT analyses how people and organisations learnto do something new, and how both individuals andorganisations change. The theoretical andmethodological tools used have their origins in thework of Lev Vygotsky and A.N. Leont’ev. In recentyears this body of work has aroused significantinterest across the social sciences, management andcommunication studies.

Working as part of an integrated international team,the authors identify specific findings which are ofdirect interest to the academic community, such as:

•the analysis of vertical learning betweenoperational and strategic levels within complexorganizations

•the refinement of notions of identity and subjectposition within CHAT

•the introduction of the concept of ”labour power”into CHAT

•the development of a method of analysingdiscourse which theoretically coheres with CHATand the design of projects.

Activity Theory in Practice will be highly useful topractitioners, researchers, students, and policy-makers who are interested in conceptual andempirical issues in all aspects of ”activity-based”research.

August 2009: 6-1/4 x 9-1/4: 248ppHb: 978-0-415-47724-6: $130.00Pb: 978-0-415-47725-3: $42.95www.routledge.com/9780415477246

Causation in Educational ResearchKeith Morrison, Macau Inter-University Institute,Macau

Calls to understand ”whatworks” in education are beingmade the world over. Weneed to know not only ”whatworks” but under whatconditions, how and why.Causation is central to this.Researchers, educationists,readers, and users of researchneed to know the effects ofcauses and the causes ofeffects. This strongly practical

book helps researchers and readers of researchunderstand, plan and investigate causation ineducation. It guides readers through statisticalmatters, explaining them clearly and simply in wordsas well as numbers, and shows them how toinvestigate qualitative causal research in education.

After introducing deterministic and probabilisticcausation, the book shows how these can beresearched in different ways. It explains:

•how to determine causes from effects and how tolink theory and practice in causal research

•how to plan and conduct causal research ineducation

•how to analyze, present, and interpret causal data,and the limits of causal understanding.

Containing worked examples from both qualitativeand quantitative research, Causation in EducationalResearch provides a manual for practice,underpinned by a rigorous analysis of key issuesfrom philosophy, sociology and psychology. It willappeal to new and established researchers, readersof educational research, social science students andacademics.

April 2009: 6-3/4 x 9-3/4: 256ppHb: 978-0-415-49648-3: $125.00Pb: 978-0-415-49649-0: $37.95www.routledge.com/9780415496490

Radical ResearchDesigning, Developing and Writing Research toMake a Difference

John Schostak and Jill Schostak, both atUniversity of East Anglia, UK

Radical Research explores the view that research isnot a neutral tool to be employed without bias inthe search for truth. Rather the radical roots ofresearch are to be seen in the focus on freedom andemancipation from blind allegiance to tradition,”common sense,” religion, or powerful individualsand organisations.


QUALITATIVE RESEARCH34



Generalizing from EducationalResearchBeyond Qualitative and Quantitative Polarization

Edited by Kadriye Ercikan, University of BritishColumbia, Canada and Wolff-Michael Roth,University of Victoria, Canada

Tackling one of the mostcritical issues in educationresearch today – how researchmethods are related to valueand meaningfulness – thisfrontline volume achieves twopurposes. First, it presents anintegrated approach toeducational inquiry that workstoward a continuum insteadof a dichotomy ofgeneralizability, and looks at

how this continuum might be related to types ofresearch questions asked and how these questionsshould determine modes of inquiry. Second, itdiscusses and demonstrates the contributions ofdifferent data types and modes of research togeneralizability of research findings, and tolimitations of research findings that utilize a singleapproach.

International leaders in the field take the discussionof generalizing in education research to a levelwhere claims are supported using multiple types ofevidence. The volume pushes the field in a differentdirection, where the focus is on creating meaningfulresearch findings that are not polarized byqualitative versus quantitative methodologies. Theintegrative approach allows readers to betterunderstand possibilities and shortcomings ofdifferent types of research.


Video Research in the LearningSciencesEdited by Ricki Goldman, New York University,Jersey City, USA, Roy Pea and Brigid Barron, bothat Stanford University, USA and Sharon J. Derry,University of Wisconsin/Madison, USA

Video Research in the Learning Sciences is acomprehensive exploration of key theoretical,methodological, and technological advances in usesof digital video-as-data in the learning sciences as away of knowing about learning, teaching, andeducational processes.

Visit the website affiliated with this book:http://www.videoresearch.org


Qualitative ResearchChallenging the Orthodoxies in StandardAcademic Discourse(s)

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

Series: Inquiry and Pedagogy Across DiverseContexts

Evocative and provocative,this book presents the pointsof view of (often junior)scholars in the social scienceswho used non-standardmethods or writing practicesto challenge the ”research-as-usual” paradigm in theacademy, while at the sametime meeting the demands ofquality and rigor set by theiruniversity examining

committees and ethical review boards. The intent isto encourage new researchers who are alsoconsidering such a path. The authors discuss theirlived personal experiences within and againsttraditional 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, theyform a unique, distinctive situated polyphonic casestudy of research in the social sciences from severalperspectives, challenging the orthodoxies.


Globalizing the ResearchImaginationEdited by Jane Kenway, and Johannah Fahey,both at Monash University, Australia

In the provocative openingessay Jane Kenway andJohannah Fahey explore waysin which the notion of theimagination itself might bemobilized by researchers. Theyare encouraged to develop“defiant” global imaginationsand communities with thecapacities to think, “be” and“become” differently in aworld of research increasingly

governed by rampant reductionist rationality.

To support this view there follows a series ofdetailed interviews with some of the world’s leadingintellectuals where the editors explore what it mightmean to globalize the research imagination. Theinterviewees, Arjun Appadurai, Raewyn Connell,Doreen Massey, Aihwa Ong, Fazal Rizvi and SaskiaSassen, are foremost in their research fields andtheir views related here are both influential andinspirational.

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

The Methodological DilemmaCreative, Critical and Collaborative Approachesto Qualitative Research

Edited by Kathleen Gallagher, University ofToronto, Canada

This thought-provoking bookchallenges the way research isplanned and undertaken andequips researchers with avariety of creative andimaginative solutions to thedilemmas of method andrepresentation that plaguequalitative research. Thiscomprehensive collectionencourages the reader toimagine the world in

evermore complex and interesting ways and discovernew routes to understanding.

Each chapter reveals a range of troubling dilemmasrelated to the critical aspects of researchmethodology in the Social Sciences and uses anillustrative case to elucidate the issues encounteredby the researcher. Each writer brings a fiercephilosophical spirit to her work, showing howmethods or techniques of data-gathering grow fromthe theory and analysis of how research proceeds.

A range of topics are addressed in a cross-disciplinary approach which will appeal to allscholars of qualitative research, undergraduatestudents in education programs and graduatestudents in a range of disciplines


2ND EDITION

Research With ChildrenPerspectives and Practices

Edited by Pia Christensen, The Research Unit forGeneral Practice, Denmark and Allison James,University of Sheffield, UK

Research with Children is aunique resource book on themethodology of childhoodresearch. Leading and newresearchers within the socialstudies of childhood discusscentral questions ofepistemology andmethodology, demonstratingthe links between theory andpractice. The theoretical andpractical questions are set out

in a clear and well-argued fashion and will thereforeappeal both to the newcomer to childhood studiesand to experienced researchers in the field.


QUALITATIVE RESEARCH 35



Using Social Theory in EducationalResearchA Practical Guide

Mark Dressman, University of Illinois at Urbana-Champaign, USA

Using Social Theory inEducational Research isorganised to help practisingeducators and noviceresearchers who have littlefamiliarity with social theoryto:

•be introduced to majorschools of social theory, theirbasic concepts, and theirgeneral applicability toeducational issues

•develop an understanding of and appreciation forits potential to improve their own practice

•gain practical insight into how theory can functionas a warrant, or support, for data interpretation

•through the use of multiple practical examples,learn how to integrate theory into their own workmore effectively.


Arts-Based Research in EducationFoundations for Practice

Edited by Melisa Cahnmann-Taylor and RichardSiegesmund, both at University of Georgia, USA

Series: Inquiry and Pedagogy Across DiverseContexts Series

This text introduces readers todefinitions and examples ofarts-based educationalresearch, presents tensionsand questions in the field,and provides exercises forpractice. It weaves togethercritical essays about arts-based research in the literary,visual, and performing artswith examples of artisticproducts of arts-based

research that illuminate by example.


Using Narrative Inquiry as aResearch MethodAn Introduction to Using Critical Event NarrativeAnalysis in Research on Learning and Teaching

Leonard Webster and Patricie Mertova, both atMonash University, Australia

This book provides a much needed up-to-dateintroduction to the topic of narrative inquiry – whichhas seen a growing interest in recent years.Narrative inquiry provides researchers with aframework through which they can investigate theways humans experience the world depictedthrough their stories. The book looks at how thismethod can effectively be applied as a means ofresearch in a range of contexts, including flexible,open and distance or workplace learning. Itdemonstrates the value and utility of employingnarrative as a research tool in a range of teachingand learning settings and includes chapters onbackground, methodology and case studies toillustrate the application of narrative inquiry as aresearch method.


TEXTBOOK

6TH EDITION

Research Methods in EducationLouis Cohen, Loughborough University, UK,Lawrence Manion and Keith Morrison, Inter-University Institute of Macau

This fully updated sixth edition of the internationalbestseller Research Methods in Education covers thewhole range of methods currently employed byeducational research at all stages. It is divided intofive main parts: the context of educational research;planning educational research; styles of educationalresearch; strategies for data collection andresearching; and data analysis. The book alsocontains references to a comprehensive dedicatedwebsite of accompanying materials.

The sixth edition includes new material on:

•complexity theory, ethics, sampling, and sensitiveeducational research

•experimental research, questionnaire design, andadministration with practical guidance

•qualitative and quantitative data analysis, withpractical examples

•internet based research.

Research Methods in Education is essential readingfor the professional researcher and continues to bethe standard text for students and lecturers ineducational research.

To access the dedicated website of accompanyingmaterials, please visit:www.routledge.com/textbooks/9780415368780

2007: 7-1/2 x 9-3/4: 656ppHb: 978-0-415-37410-1: $180.00Pb: 978-0-415-36878-0: $49.95eBook: 978-0-203-02905-3


QUALITATIVE RESEARCH36



BESTSELLER

Planning Your Qualitative Research ProjectAn 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 examplesand valuable models which can be used as guides for plans and proposals, answering key questions andproviding a comprehensive guide to a student’s project.

It shows that when planning a qualitative research proposal, researchers should adopt an approach wherethey 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, thebook outlines five research proposals to illustrate ways in which these two central ”types” can be variedand 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.


A

Abi-Mershed, Osama. . . . . . . . . . . . . . . . . 18

Abrams, Fran. . . . . . . . . . . . . . . . . . . . . . . 11

Activist Educators . . . . . . . . . . . . . . . . . . . 26Activity Theory in Practice . . . . . . . . . . . . . 34Adams, Maurianne . . . . . . . . . . . . . . . . . . 21

Advocacy Leadership . . . . . . . . . . . . . . . . . . 9Affirming Students’ Right to TheirOwn Language . . . . . . . . . . . . . . . . . . . . 27

Against Common Sense. . . . . . . . . . . . . . . 25Alves, Jaime Osterman. . . . . . . . . . . . . . . . 15

American Education . . . . . . . . . . . . . . . . . . 5

American Indian Education . . . . . . . . . . . . 27American Teacher, The . . . . . . . . . . . . . . . . 5Anderson, 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 . . . . . . . 36Au, Wayne . . . . . . . . . . . . . . . . . . . . . . 9, 26

Ayers, William . . . . . . . . . . . . . . . . . . . . . . 27

B

Back to the Basics of Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . 31

Baltodano, Marta P. . . . . . . . . . . . . . . . 25, 27Banks, James A.. . . . . . . . . . . . . . . . . . . . . 25

Barron, Brigid . . . . . . . . . . . . . . . . . . . . . . 35

Barton, Keith C.. . . . . . . . . . . . . . . . . . . . . . 8

Beauty and Education . . . . . . . . . . . . . . . . . 2Bekerman, 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. . . . . . . . . . . . . . . . . . . 10Black Youth Matters . . . . . . . . . . . . . . . . . 12Blumenfeld, Warren. . . . . . . . . . . . . . . . . . 21

Bohrnstedt, George W. . . . . . . . . . . . . . . . 16

Borman, Kathryn M. . . . . . . . . . . . . . . . . . 16

Botelho, Maria José . . . . . . . . . . . . . . . . . . 24

Bringing Knowledge Back In . . . . . . . . . . . 32Brisk, 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 . . . . 17Catherine C., McCall . . . . . . . . . . . . . . . . . . 3

Causation in Educational Research. . . . . . . 34Chapman, Thandeka K.. . . . . . . . . . . . 22, 28

Children’s Books for Grown-Up Teachers. . 30Christensen, Pia. . . . . . . . . . . . . . . . . . . . . 35

Civic Education for Diverse Citizens in Global Times . . . . . . . . . . . . . . . . . . . . . . . 8

Class in Education . . . . . . . . . . . . . . . . . . . 14Clifford, Patricia. . . . . . . . . . . . . . . . . . . . . 31

Cohen, Louis . . . . . . . . . . . . . . . . . . . . . . . 36

Colucci-Gray, Laura . . . . . . . . . . . . . . . . . . . 4

Constructivist Instruction . . . . . . . . . . . . . . 29Contemporary Theories of Learning. . . . . . . 3Contexts of Learning (series) . . . . . . . . . . . 19Controversy in the Classroom . . . . . . . . . . . 9

Corbett, H. Dickson. . . . . . . . . . . . . . . . . . . 4

Cosmopolitanism and the Age of SchoolReform . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Creating a Learner-centred PrimaryClassroom . . . . . . . . . . . . . . . . . . . . . . . . . 4

Creating and Sustaining Arts-Based SchoolReform . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Critical Educator (series). . . . . . . . . . . . 13, 27Critical Essays on Major CurriculumTheorists . . . . . . . . . . . . . . . . . . . . . . . . . 32

Critical Issues in Peace and Education . . . . 21Critical Literacy and Urban Youth . . . . . . . 24

Critical Multicultural Analysis of Children’sLiterature . . . . . . . . . . . . . . . . . . . . . . . . 24

Critical Multiculturalism . . . . . . . . . . . . . . . 21

Critical Pedagogies of Consumption . . . . . . 6

Critical Pedagogy. . . . . . . . . . . . . . . . . . . . 11Critical Pedagogy Reader, The . . . . . . . . . . 27Critical Perspectives on bell hooks . . . . . . . 10Critical Perspectives on Education (series). . . 3Critical Perspectives on Harry Potter. . . . . . . 5Critical Social Thought (series) . . . . . . . . 9, 10Critical Youth Studies (series). . . . . . . . 12, 13Crockett, Michele D. . . . . . . . . . . . . . . . . . 31

Cross-Cultural Studies in Curriculum . . . . . 30

Cultural Education - CulturalSustainability . . . . . . . . . . . . . . . . . . . . . . 20

Culture in School Learning. . . . . . . . . . . . . 28Cultures, Contexts, and World Englishes . . 20Curriculum and Imagination . . . . . . . . . . . 32

Curriculum and the Teacher . . . . . . . . . . . 32Curriculum Studies Handbook – The NextMoment . . . . . . . . . . . . . . . . . . . . . . . . . 30

Curriculum Studies Reader, The . . . . . . . . . 29Cyber-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, The15Dierkes, Julian . . . . . . . . . . . . . . . . . . . . . . 17

Dillabough, Jo-Anne . . . . . . . . . . . . . . 12, 14

Discourse of Teaching PracticeFeedback, The. . . . . . . . . . . . . . . . . . . . . 32

Doing Multicultural Education forAchievement 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 . . . . . . . . . . . . . . . 22Educating the Gendered Citizen . . . . . . . . 15

Education and Climate Change . . . . . . . . . . 2Education and Culture . . . . . . . . . . . . . . . . 11Education and Hope in Troubled Times . . . . 6Education and Inequality in India . . . . . . . . 17Education and Neoliberal Globalization . . . 16Education and Poverty in AffluentCountries . . . . . . . . . . . . . . . . . . . . . . . . 18

Education and Social Change . . . . . . . . . . . 4

Education Heritage (series) . . . . . . . . . 20, 32Education in Small States. . . . . . . . . . . . . . 17Education, Epistemology and CriticalRealism . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Education, Globalisation and New Times . . 20Education, Science and Truth . . . . . . . . . . 19

Educational Theories, Cultures andLearning . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Educational Transitions . . . . . . . . . . . . . . . 18Edwards, Anne . . . . . . . . . . . . . . . . . . . . . 34

Edwards, Richard . . . . . . . . . . . . . . . . . . . . 34

Elliott, Julian . . . . . . . . . . . . . . . . . . . . . . . 25

Engeström, Yrjo. . . . . . . . . . . . . . . . . . . . . 34

English Language Teacher in Global CivilSociety, The . . . . . . . . . . . . . . . . . . . . . . 19

Eppert, Claudia . . . . . . . . . . . . . . . . . . . . . 30

Ercikan, Kadriye . . . . . . . . . . . . . . . . . . . . . 35

ESL & Applied Linguistics ProfessionalSeries (series). . . . . . . . . . . . . . . . . . . 19, 20

F

Fahey, Johannah . . . . . . . . . . . . . . . . . . . . 35

Farr, Fiona . . . . . . . . . . . . . . . . . . . . . . . . . 32

Feminism and ‘The Schooling Scandal’ . . . 15Fennell, Shailaja. . . . . . . . . . . . . . . . . . . . . 16

Fictions of Female Education in theNineteenth 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 inEducation . . . . . . . . . . . . . . . . . . . . . . . . 27

Foundations of Education . . . . . . . . . . . . . . 1Fox, Lynn H. . . . . . . . . . . . . . . . . . . . . . . . 29

Fox, Madeline . . . . . . . . . . . . . . . . . . . . . . 26

Francis, Becky . . . . . . . . . . . . . . . . . . . . . . 15

Fraser, James W. . . . . . . . . . . . . . . . . . . . . . 1

Friesen, Sharon . . . . . . . . . . . . . . . . . . . . . 31

Fruja, Ramona . . . . . . . . . . . . . . . . . . . . . 24

G

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 GlobalContext . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Generalizing from Educational Research . . 35Giardina, Michael D. . . . . . . . . . . . . . . . . . 13

Giarelli, James M. . . . . . . . . . . . . . . . . . . . . 8

Gillborn, David . . . . . . . . . . . . . . . . . . 27, 28

Gingell, John . . . . . . . . . . . . . . . . . . . . . . . . 5

Global Crises, Social Justice, and Education . . . . . . . . . . . . . . . . . . . . . . . . 18

Globalization of Education. . . . . . . . . . . . . . 6Globalizing Education, Educatingthe Local . . . . . . . . . . . . . . . . . . . . . . . . . 19

Globalizing the Research Imagination . . . . 35Goldman, 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

Habermas, Critical Theory and Education. . . 1Hackman, Heather W. . . . . . . . . . . . . . . . . 21

Hall, Dave . . . . . . . . . . . . . . . . . . . . . . . . . 18

Halpern, Robert . . . . . . . . . . . . . . . . . . . . . 13

Handbook for Achieving Gender EquityThrough Education . . . . . . . . . . . . . . . . . 29

Handbook of Latinos and Education . . . . . 22Handbook of Practice and Research in StudyAbroad, The . . . . . . . . . . . . . . . . . . . . . . 19

Handbook of Public Pedagogy. . . . . . . . . . 31Handbook of Research in the SocialFoundations of Education . . . . . . . . . . . . . 1

Handbook of Research on Schools, Schoolingand Human Development . . . . . . . . . . . . 11

Handbook of Social Justice in Education . . 27Handbook of Technological PedagogicalContent Knowledge (TPCK) forEducators . . . . . . . . . . . . . . . . . . . . . . . . 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. . . . . . . . . . . . . . . . . . . . . 10Hill, Dave. . . . . . . . . . . . . . . . . 11, 14, 15, 16

History of Multicultural Education . . . . . . . 28Hobbel, Nikola. . . . . . . . . . . . . . . . . . . . . . 22

Holford, John . . . . . . . . . . . . . . . . . . . . . . 20

Hollins, Etta R. . . . . . . . . . . . . . . . . . . . . . . 28

Home-School Connections in aMulticultural Society . . . . . . . . . . . . . . . . 23

hooks, bell. . . . . . . . . . . . . . . . . . . . . . . . . . 2

Howard, Adam . . . . . . . . . . . . . . . . . . . . . 16

I

Illeris, Knud . . . . . . . . . . . . . . . . . . . . . . . . . 3

Immigration, Diversity, and Education . . . . 14Indigenous Educational Models forContemporary Practice . . . . . . . . . . . . . . . 6

Inquiry and Pedagogy Across DiverseContexts Series (series) . . . . . . . . . . . 35, 36

Interdisciplinary Education in the Age ofAssessment . . . . . . . . . . . . . . . . . . . . . . . 31

International Perspectives on Contexts,Communities and Evaluated InnovativePractices . . . . . . . . . . . . . . . . . . . . . . . . . 19

Intersection of Cultures, The . . . . . . . . . . . . 7

QUALITATIVE RESEARCH INDEX 37



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 UnderstandingCurriculum . . . . . . . . . . . . . . . . . . . . . . . 31

Klein, Susan S.. . . . . . . . . . . . . . . . . . . . . . 29

Klonsky, Michael . . . . . . . . . . . . . . . . . . . . . 8

Klonsky, Susan. . . . . . . . . . . . . . . . . . . . . . . 8

Knowledge and Power in the GlobalEconomy. . . . . . . . . . . . . . . . . . . . . . . . . . 7

Knowledge, Values and Educational Policy . 3Kopelowitz, Ezra . . . . . . . . . . . . . . . . . . . . 20

Kouritzin, Sandra G. . . . . . . . . . . . . . . . . . 35

Kramarae, Cheris. . . . . . . . . . . . . . . . . . . . 29

Kumashiro, Kevin . . . . . . . . . . . . . . . . . . . 25

L

Ladson-Billings, Gloria . . . . . . . . . . . . . 25, 27

Language and Minority Rights . . . . . . . . . . 29Language, Culture, and Community inTeacher 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 . . . . . . . . . . . . . . . . . . . . . 11Leonardo, Zeus . . . . . . . . . . . . . . . . . . . . . . 9

Levstik, Linda S. . . . . . . . . . . . . . . . . . . . . . . 8

Lewin, Ross . . . . . . . . . . . . . . . . . . . . . . . . 19

Liberalism, Neoliberalism, SocialDemocracy . . . . . . . . . . . . . . . . . . . . . . . 14

Linguistic Imperialism Continued . . . . . . . . 19Literacy and Power . . . . . . . . . . . . . . . . . . 23Lopez, Gerardo R. . . . . . . . . . . . . . . . . . . . 13

Lost Youth in the Global City. . . . . . . . . . . 12Ludvigsen, Sten R. . . . . . . . . . . . . . . . . . . . 34

Luttrell, Wendy . . . . . . . . . . . . . . . . . . . . . 33

M

Machado-Casas, Margarita . . . . . . . . . . . . 22

Macrine, Sheila . . . . . . . . . . . . . . . . . . 11, 14

Maguire, Meg . . . . . . . . . . . . . . . . . . . . . . 20

Majumdar, Manabi . . . . . . . . . . . . . . . . . . 17

Making Minds . . . . . . . . . . . . . . . . . . . . . . . 8Malewski, Erik . . . . . . . . . . . . . . . . . . . . . . 30

Manion, Lawrence. . . . . . . . . . . . . . . . . . . 36

Manyak, Patrick C. . . . . . . . . . . . . . . . . . . 23

Market Movements . . . . . . . . . . . . . . . . . . . 9Marsh, Colin J. . . . . . . . . . . . . . . . . . . . . . 31

Marshall, Catherine . . . . . . . . . . . . . . . . . . 26

Martínez, Corinne . . . . . . . . . . . . . . . . . . . 22

Martino, Wayne. . . . . . . . . . . . . . . . . . . . . 14

Mathematics and Teaching . . . . . . . . . . . . 31May, 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 . . . . . . . . . . . . . . 13Meece, Judith . . . . . . . . . . . . . . . . . . . . 11

Mertova, Patricie . . . . . . . . . . . . . . . . . . . . 36

Methodological Dilemma, The . . . . . . . . . . 35Meyer, 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

Nejadmehr, Rasoul . . . . . . . . . . . . . . . . . . .19

New Paradigm for Global SchoolSystems, A . . . . . . . . . . . . . . . . . . . . . . . .7

New Studies in Critical Realism andEducation (series) . . . . . . . . . . . . . . . . . . .1

Next Wave Cultures . . . . . . . . . . . . . . . . . .13Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . .23

No Child Left Behind and the Reductionof 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 UnofficialCounterportraits of “At Risk” Students . .22

Ogbu, John U. . . . . . . . . . . . . . . . . . . . . . . .6

Olssen, Mark . . . . . . . . . . . . . . . . . . . . . . .14

Osborn, Terry A. . . . . . . . . . . . . . . . . . . . .31

P

Pabon Lopez, Maria . . . . . . . . . . . . . . . . . .13

Paik, Shailaja . . . . . . . . . . . . . . . . . . . . . . .17

Parkerson, Donald H. . . . . . . . . . . . . . . . . . .5

Parkerson, Jo Ann . . . . . . . . . . . . . . . . . . . .5

Patel, Tina . . . . . . . . . . . . . . . . . . . . . . . . .12

Pea, Roy . . . . . . . . . . . . . . . . . . . . . . . . . .36

Pedroni, Thomas C. . . . . . . . . . . . . . . . . . . .9

Persistent Inequality . . . . . . . . . . . . . . . . . .13Peters, Madeline L. . . . . . . . . . . . . . . . . . .21

Phillipson, Robert . . . . . . . . . . . . . . . . . . . .19

Philosophy of Education . . . . . . . . . . . . . . .4

Philosophy of Education in the Era ofGlobalization . . . . . . . . . . . . . . . . . . . . . .18

Philosophy of Education: The KeyConcepts . . . . . . . . . . . . . . . . . . . . . . . . . .5

Pinar, William F. . . . . . . . . . . . . . . . . . .25, 30

Piper, Heather . . . . . . . . . . . . . . . . . . . . . .33

Piquemal, Nathalie A.C. . . . . . . . . . . . . . . .35

Place-Based Education in the Global Age . .29Planning Your Qualitative ResearchProject . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Political Agendas for Education . . . . . . . . . .2Pollard, Diane S. . . . . . . . . . . . . . . . . . . . .29

Popkewitz, Thomas S. . . . . . . . . . . . . . . . . .8

Porter, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Positions: Education, Politics, and Culture(series) . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Postfeminist Education? . . . . . . . . . . . . . . .11Postwar History Education in Japan andthe Germanys . . . . . . . . . . . . . . . . . . . . .17

Preyer, Gerhard . . . . . . . . . . . . . . . . . . . . .18

Problem with Boys’ Education, The . . . . . .14Published by The AACTE Committee onInnovation and Technology . . . . . . . . . . .32

Q

Qualitative Educational Research . . . . . . . .33Qualitative Research . . . . . . . . . . . . . . . . .35

Qualitative Research in InternationalSettings . . . . . . . . . . . . . . . . . . . . . . . . . .32

Quinn, Jocey . . . . . . . . . . . . . . . . . . . . . . .11

Quinn, Therese . . . . . . . . . . . . . . . . . . . . .27

R

Race, Culture, and Schooling . . . . . . . . . . .29Race, Gender and Educational Desire . . . .26

Race, Remembering, and Jim Crow’sTeachers . . . . . . . . . . . . . . . . . . . . . . . . .14

Race, Whiteness, and Education . . . . . . . . .9Racism and Education . . . . . . . . . . . . . . . .28Radical Research . . . . . . . . . . . . . . . . . . . .34Raffo, Carlo . . . . . . . . . . . . . . . . . . . . . . . .18

Raley, Yvonne . . . . . . . . . . . . . . . . . . . . . .18

Readings for Diversity and Social Justice . .21Reay, Diane . . . . . . . . . . . . . . . . . . . . . . . .11

Reclaiming Childhood . . . . . . . . . . . . . . . .15Reclaiming Education for Democracy . . . . . .6Reflective Teaching and the Social Conditionsof Schooling Series (series) . . . . . . . .31, 32

Religion and Teaching . . . . . . . . . . . . . . . .32Research Methods in Education . . . . . . . . .36Research With Children . . . . . . . . . . . . . . .35Researching History Education . . . . . . . . . . .8Researching Sex and Lies in theClassroom . . . . . . . . . . . . . . . . . . . . . . . .33

Researching Violence, Democracy and theRights of People . . . . . . . . . . . . . . . . . . .33

Rethinking Contexts for Learning andTeaching . . . . . . . . . . . . . . . . . . . . . . . . .34

Revolutionizing Education . . . . . . . . . . . . .12Rich World and the Impoverishment ofEducation, 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 Eastand Islamic Studies (series) . . . . . . . . . . .18

Routledge Contemporary JapanSeries (series) . . . . . . . . . . . . . . . . . . . . . .17

Routledge Contemporary South Asia Series(series) . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Routledge International Companion toMulticultural Education, The . . . . . . . . . .25

Routledge International Handbook ofCritical Education, The . . . . . . . . . . . . . . .26

Routledge International Handbook of theSociology of Education, The . . . . . . . . . .10

Routledge International Handbooks ofEducation (series) . . . . . . . . . . . .10, 25, 26

Routledge International Studies in thePhilosophy of Education (series) .1, 2,18,19

Routledge Key Guides (series) . . . . . . . . . . .5Routledge Research inEducation (series) . . . . . . . .2,4,11,16,18,21

Routledge Research in Gender and History(series) . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Routledge Research on Gender in AsiaSeries (series) . . . . . . . . . . . . . . . . . . . . . .17

Routledge Studies in Education andNeoliberalism (series) . . . . . . . . . . . . .15, 16

Routledge Studies in Social and PoliticalThought (series) . . . . . . . . . . . . . . . . . . .14

Rowold, Katharina . . . . . . . . . . . . . . . . . . .22

Rubin, Beth C. . . . . . . . . . . . . . . . . . . . . . . .8

Rudman, Masha Kabakow . . . . . . . . . . . . .24

Rury, John L. . . . . . . . . . . . . . . . . . . . . . . . .4

Rutgers Invitational Symposium onEducation Series (series) . . . . . . . . . . . . . .8

S

Sadovnik, Alan R. . . . . . . . . . . . . . . . .16, 17

Saltman, Kenneth J. . . . . . . . . . . . . . . . . . .17

Salz, Arthur . . . . . . . . . . . . . . . . . . . . . . . . .8

Sandlin, Jennifer A. . . . . . . . . . . . . . . . .6, 31

School in the United States, The . . . . . . . . .1Schooling and the Politics of Disaster . . . .17Schostak, Jill . . . . . . . . . . . . . . . . . . . .33, 34

Schostak, John F. . . . . . . . . . . . . . . . . .33, 34

Schultz, Brian D. . . . . . . . . . . . . . . . . . . . .31

Science, Society and Sustainability . . . . . . . .4Scott, David . . . . . . . . . . . . . . . . . . . . . .1, 32

Scott, Jerrie Cobb . . . . . . . . . . . . . . . . . . .27

Selby, David . . . . . . . . . . . . . . . . . . . . . . . . .2

Semel, Susan F. . . . . . . . . . . . . . . . . . . . . . .1

Shaker, Paul . . . . . . . . . . . . . . . . . . . . . . . . .6

Shapiro, H. Svi . . . . . . . . . . . . . . . . . . . . . . .6

Shariff, Shaheen . . . . . . . . . . . . . . . . . . . .16

Siegesmund, Richard . . . . . . . . . . . . . . . . .36

Sikes, Pat . . . . . . . . . . . . . . . . . . . . . . . . . .33

Skelton, Christine . . . . . . . . . . . . . . . . . . .15

Sleeter, Christine E. . . . . . . . . . . . . . . .21, 29

Small Schools . . . . . . . . . . . . . . . . . . . . . . .8

INDEX38



Smith, Gregory A. . . . . . . . . . . . . . . . . . . .29

Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . .20

Social Class, Gender and Exclusion fromSchool . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Social Inequalities (Re)formed . . . . . . . . . .11

Social Justice Pedagogy Across theCurriculum . . . . . . . . . . . . . . . . . . . . . . .22

Social Justice, Peace, and EnvironmentalEducation . . . . . . . . . . . . . . . . . . . . . . . .25

Social Studies and Diversity Education . . . .24Sociocultural, Political, and HistoricalStudies 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 . . . . . . . . . . .20Stovall, David . . . . . . . . . . . . . . . . . . . . . . .27

Straker, Dolores Y. . . . . . . . . . . . . . . . . . . .27

Stronach, Ian . . . . . . . . . . . . . . . . . . . . . . .19

Student’s Guide to Education Studies, A . . .7Studies in African American History andCulture (series) . . . . . . . . . . . . . . . . . . . .14

Studies in American Popular History andCulture (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 forSocial Justice . . . . . . . . . . . . . . . . . . . . . .26

Teachers’ Library (series) . . . . . . . . . . . . . .31Teaching By Numbers . . . . . . . . . . . . . . . .30Teaching Critical Thinking . . . . . . . . . . . . . .2Teaching for Diversity and Social Justice . .21Teaching/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 ArabWorld . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Transforming Thinking . . . . . . . . . . . . . . . . .3Trifonas, Peter . . . . . . . . . . . . . . . . . . . . . .21

Troubling Gender in Education . . . . . . . . .14

U

Unequal By Design . . . . . . . . . . . . . . . . . . .9

Urban, Wayne J. . . . . . . . . . . . . . . . . . . . . .5

Using Narrative Inquiry as a ResearchMethod . . . . . . . . . . . . . . . . . . . . . . . . . .36

Using Social Theory in EducationalResearch . . . . . . . . . . . . . . . . . . . . . . . . .36

V

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

Visible Learning . . . . . . . . . . . . . . . . . . . . . .4

W

Wagoner, Jr., Jennings L. . . . . . . . . . . . . . . .5

Wang, Hongyu . . . . . . . . . . . . . . . . . . . . .30

Ward, Stephen . . . . . . . . . . . . . . . . . . . . . .7

Way Class Works, The . . . . . . . . . . . . . . . .16Weaver-Hightower, Marcus B. . . . . . . . . . .14

Webster, Leonard . . . . . . . . . . . . . . . . . . .36

Weis, Lois . . . . . . . . . . . . . . . . . . . . . . . . .16

Western Psychological and EducationalTheory in Diverse Contexts . . . . . . . . . . .25

What Is Authentic Educational Reform? . . . .8Wheels in the Head . . . . . . . . . . . . . . . . . . .7Wilson, 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 CosmopolitanEducation, The . . . . . . . . . . . . . . . . . . . .30

Wright, Bryan . . . . . . . . . . . . . . . . . . . . . .21

Wright, Cecile . . . . . . . . . . . . . . . . . . . . . .12

Y

Yancy, George . . . . . . . . . . . . . . . . . . . . . .10

Young, Michael F.D. . . . . . . . . . . . . . . . . . .32

Youth Culture and Sport . . . . . . . . . . . . . .13Youth Learning On Their Own Terms . . . .13Youth Moves . . . . . . . . . . . . . . . . . . . . . . .13

Z

Zeichner, Kenneth M. . . . . . . . . . . . . . . . .26

Zúñiga, Ximena . . . . . . . . . . . . . . . . . . . . .21

INDEX 39



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