Educational Studies 2011 (US)

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

New Titles and Key Backlist 2011

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NEW 2nd Edition

Readings foR diveRsity and social JusticeEdited by Maurianne Adams, University of Massachusetts, Amherst, USA, Warren Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming in Laramie, USA, Heather W. Hackman, St. Cloud State University, USA, Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA

For over ten years, Readings for Diversity and Social Justice has been the go-to anthology for the broadest possible coverage of issues related to identity and oppression from a social justice perspective. This highly-anticipated second edition breaks even further ground, boasting over 40 more readings than previously available, updated and original section introductions, and three entirely new chapter sections on Religious Oppression, Transgender Oppression, and Ageism/Adultism.

Added new features to this edition include:• over 130 readings, many new and updated, including three entirely

new sections • a Table of Intersections that enables readers to identify all

selections that treat issues of race, religion, gender, sexuality, disability, class, and age, beyond those in designated topical chapters

• an all new companion website with additional resources, further suggested readings, and teaching materials is also available at www.routledge.com/textbooks/readingsfordiversity.

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

January 2010: 7 x 10: 688ppHb: 978-0-415-99139-1: $140.00Pb: 978-0-415-99140-7: $48.95For more information, visit: www.routledge.com/9780415991407

2nd Edition

teaching foR diveRsity and social JusticeEdited by Maurianne Adams, University of Massachusetts, Amherst, USA, Lee Anne Bell, Barnard College, USA, and Pat Griffin, University of Massachusetts, Amherst, USA

The thoroughly revised second edition of Teaching for Diversity and Social Justice provides teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. Building on the groundswell of interest in social justice education, the second edition offers coverage of current issues and controversies while preserving the hands-on format and inclusive content of the original. Teaching for Diversity and Social Justice presents a well-constructed foundation for engaging the complex and often daunting problems of discrimination and inequality in American society. 2007: 7 x 10: 496pp

Hb: 978-0-415-95199-9: $145.00Pb: 978-0-415-95200-2: $44.95For more information, visit: www.routledge.com/9780415952002


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Educational StudiesNew Titles and Key Backlist 2011

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Multicultural Education, Diversity and Social Justice Education. . 2Sociology of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Global and Comparative Education . . . . . . . . . . . . . . . . . . . . . 13Educational Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Curriculum Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Qualitative Research Methods . . . . . . . . . . . . . . . . . . . . . . . . . 27Routledge Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Major Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Special Issues as Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Backlist Titles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Journals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Order Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back of Catalog

© Nikhil Chopra, Yog Raj Chitrakar: Memory Drawing IX, 2009. Documentation of performance at the New Museum and throughout New York City.

Courtesy the artist and New Museum, New York. Photo: Matthew C. Wilson.

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multicultural Education, divErSity and Social JuSticE Education


NEW2nd Edition

Rethinking Contemporary Art and Multicultural EducationNew Museum

For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking Contemporary Art and Multicultural Education continues to provide an

accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history. Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of the original to present new possibilities and modes of understanding art, culture, and their relationships to students and ourselves.

This fully revised second edition provides new theoretical and practical resources for educators and students everywhere, including:

•educators’perspectivesoncontemporaryart,multiculturaleducation,andteachingintoday’sclassroom

•full-colorreproductionsandwritingsonover50contemporary artists and their works, plus an additional 150 black-and-white images throughout

•lessonplansforusingarttoexploretopicalissuessuchas activism and democracy, conflict: local and global, and history and historicism

•acompanionwebsiteofferingslidesoftheartincludedin the book.

November 2010: 7-7/8 x 9-7/16: 416ppHb: 978-0-415-88346-7: $150.00Pb: 978-0-415-96085-4: $56.95

For more information, visit: www.routledge.com/9780415960854

NEW iN 20112nd Edition

Doing Multicultural Education for Achievement and EquityCarl Grant, University of Wisconsin, Madison, USA and Christine E. Sleeter, California State University, Monterey Bay, USA

Doing Multicultural Education for Achievement and Equity, a hands-on, reader-friendly multicultural education textbook, actively engages education students in critical reflection and self-examination as they prepare to teach in increasingly diverse classrooms. In this engaging text, Carl Grant and Christine Sleeter, two of the most eminent scholars of multicultural teacher education, help pre-service teachers develop the tools they will need to learn about their students and their students’communitiesandcontexts,aboutthemselves,and about social relations in which schools are embedded. Doing Multicultural Education for Achievement and Equity challenges readers to take a truly active and ongoing role in promoting equity within education and helps to guide them in becoming highly qualified and fantastic teachers.

Features and updates to this much-anticipated second edition include:

•reflectionboxesthatencouragestudentsto actively engage with the text and concepts, along with downloadable templates available at www.routledge.com

•“PuttingItintoPractice”activitiesthatofferconcretesuggestionsforreally“doing”multiculturalworkinthe classroom

•fictionalvignettesthatillustratetherealissuesteachereducation students face and the ways their own cultural attitudes may impact their response

•newcoverageofissuespertainingtostudentachievement, federal and state policy, and socioeconomic connections between the current economy and educational funding

•amorecomprehensivediscussionaboutthedifferentsocial movements that have affected education in the past and present.

January 2011: 7 x 10: 280ppHb: 978-0-415-88056-5: $135.00Pb: 978-0-415-88057-2: $41.95


NEW

Critical Race Theory MattersEducation and Ideology

Margaret Zamudio, Christopher Russell, Jacquelyn L. Bridgeman and Francisco Rios, all at University of Wyoming, USA

Critical Race Theory Matters provides a comprehensive and accessible overview of the critical race movement (CRT), shining its keen light on specific issues within education. Through clear and accessible language, the authors synthesize scholarship in the field, highlight major themes and assumptions, and examine strategies of resistance and practices for challenging the

existing inequalities in education. By linking theory to everydaypracticesintoday’sclassroom,studentswillunderstand how CRT is relevant to a host of timely topics, from macro-policies such as Bilingual Education and Affirmative Action to micro-policies such as classroom management and curriculum. Moving beyond identifying problems into the realm of problem solving, Critical Race Theory Matters is a call to action to put into praxis a radical new vision of education in support of equality and social justice.

August 2010: 6 x 9: 192ppHb: 978-0-415-99673-0: $125.00Pb: 978-0-415-99674-7: $33.95eBook: 978-0-203-84271-3


NEW

Parental Involvement and Academic Success William Jeynes

Providing an objective assessment of the influence of parental involvement and what aspects of parental participation can best maximize the educational outcomes of students, this volume is structured to guide readers to a thorough understanding of the history, practice, theories, and impact of parental involvement. Cutting-edge research and meta-analyses offer vital insight into how different types of students benefit from parental engagement and what types of parental involvement help the most.

Unique among works on the topic, Parental Involvement and Academic Success:

•usesmeta-analysistoenablereaderstounderstandwhat the overall body of research on a given topic indicates

•examinesresearchresultsintermsoftheirpracticalimplications

•focusessignificantlyontheinfluenceofparentalinvolvementonminoritystudents’academicsuccess.

Important reading for anyone involved in home-school relations/parental involvement in education, this book is highly relevant for courses devoted to or which include treatment of the topic.

September 2010: 6 x 9: 228pp Hb: 978-0-415-99053-0: $140.00Pb: 978-0-415-99054-7: $44.95


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NEW iN PAPERBACk

The Routledge International Companion to Multicultural EducationEdited by James A. Banks, University of Washington, Seattle, USA

”Even for a writer and academic of such caliber as James Banks, this book is a tour de force. The splendid editing has produced assured writing as well as authoritative views and analysis throughout, and this means that however complex the ideas, it is remarkably easy to read.” – Race Equality Teaching

”Collectively the chapters present an invaluable foundation to monitor multicultural policy situations and practices globally.... K-12 practitioners as well as scholars of multicultural education can benefit by dipping into various chapters of interest located in the International Companion. ” – Teachers College Record

”This, the third volume in an impressive series by Routledge, will long be a definitive resource on international multicultural education.... It is a must buy for all colleges around the world and an agreeable desk volume and thoughtful stimulus for educators and scholars.” – Multicultural Review

”This book is essential reading for educators, policy makers, researchers, and scholars interested in the promotion of a multicultural education that is truly participatory...” – Education Review

July 2010: 6-3/4 x 9-3/4: 592ppHb: 978-0-415-96230-8: $199.00Pb: 978-0-415-88078-7: $69.95eBook: 978-0-203-88151-4


Critical MulticulturalismTheory and Praxis

Edited by Stephen May, University of Waikato, New Zealand and Christine E. Sleeter, California State University, Monterey Bay, USA

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal

power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines?

Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.

February 2010: 6 x 9: 226ppHb: 978-0-415-80284-0: $130.00Pb: 978-0-415-80285-7: $44.95eBook: 978-0-203-85805-9


NEW iN 2011

Designing Better Schools for Culturally and Linguistically Diverse StudentsA Science of Performance Model for Research

Stuart McNaughton

How can schools be better designed to enable equitable academic outcomes for culturally and linguistically diverse children from communities lacking in economic, political and social power? Putting forward a robust “scienceofperformance”modelofschoolchangebased on a specified process of research and development in local contexts, this book:

•laysoutthetraditionsofoptimismandpessimismabout effective schooling for at-risk students

•reviewstheinternationalandnationalevidencefortheeffectiveness of schools and school systems in reducing disparities in achievement

•describesthechallengeseducationalresearchmustaddress to solve the problem of school effectiveness, proposes strict criteria against which effectiveness should be judged, and examines in detail examples where change has been demonstrated

•proposeshowresearchers,professionals,andpolicymakers can develop more effective systems.

Bringing together structural and psychological accounts of the nature of schools, and establishing theoretically defensible criteria for judging effectiveness, this book is a critically important contribution to advancing the science of making schools more effective.

March 2011: 6 x 9: 208pp Hb: 978-0-415-88659-8: $135.00Pb: 978-0-415-88660-4: $39.95


Foundations of Critical Race Theory in EducationEdited by Edward Taylor, University of Washington, Seattle, USA, David Gillborn, Institute of Education, University of London, UK and Gloria Ladson-Billings, University of Wisconsin-Madison, USA

Series: The Critical Educator

This groundbreaking anthology is the first to pull together both the foundational writings in the field and more recent scholarship on the cultural and racial politics of schooling. A comprehensive introduction provides an overview of the history and tenets of CRT in education. Each section then seeks to explicate ideological contestation of race in education and to create new,

alternative accounts. In so doing, this landmark publication not only documents the progress to date of the CRT movement, it acts to further spur developments in education.

2009: 7 x 10: 376ppHb: 978-0-415-96143-1: $150.00Pb: 978-0-415-96144-8: $45.95


New editioN!

March 2010Pb: 978-0-415-99726-3Hb: 978-0-415-99733-1

eBook: 978-0-203-85520-1www.routledge.com/education

teaching onlineA Practical Guide

3rd Edition

Susan Ko and Steve Rossen

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NEW

Dismantling Contemporary Deficit ThinkingEducational Thought and Practice

Richard R. Valencia, The University of Texas, Austin, USA

Deficit thinking is a pseudoscience founded on racialandclassbias.It”blamesthevictim”forschoolfailureinstead of examining how schools are structured to prevent poor students and students of color from learning. Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by

framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking.

Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model,thecultureofpovertymodel,andthe”at-risk”model in which poor students, students of color, and their families are pathologized and marginalized. Richard R. Valencia challenges these three contemporary components of the deficit thinking theory by providing incisive critiques and discussing competing explanations for the pervasive school failure of many students in the nation’spublicschools.Valenciaalsodiscussesanumberof proactive, anti-deficit thinking suggestions from the fields of teacher education, educational leadership, and educational ethnography that are intended to provide a more equitable and democratic schooling for all students.

April 2010: 6 x 9: 248ppHb: 978-0-415-87709-1: $140.00Pb: 978-0-415-87710-7: $36.95eBook: 978-0-203-85321-4


2nd Edition

Against Common SenseTeaching and Learning Toward Social Justice

Kevin Kumashiro, University of Illinois-Chicago, USA

Praise for previous edition:

”Rarely does a book have the ability to capture the wide audience within the field of education; however, teachers, teacher educators, and researchers alike will find Against Common Sense a thoughtful and applicable volume.” – Harvard Educational Review

”This book is an insightful and provocative must-read for all pre-service teachers, teacher educators, in-service teachers, and graduate students implementing teacher education programs. Too bad it wasn’t written sooner.” – Radical Teacher

Thephrase”teachingforsocialjustice”isoftenused,but not always explained. What does it really mean to teach for social justice? What are the implications for anti-oppressive teaching across different areas of the curriculum? Drawing on his own experiences teaching diverse grades and subjects, Kevin Kumashiro examines various aspects of anti-oppressive teaching and learning in six different subject areas.

The new pedagogical components of the revised edition will offer K-12 teachers and teacher educators the tools they need to teach against their common sense assumptions and continue the evolution of social justice in education.

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


NEW2nd Edition

Classroom Communication and DiversityEnhancing Instructional Practice

Robert G. Powell and Dana L. Powell, both at California State University, Fresno, USA

Series: Routledge Communication Series

Teachers face myriad communication challenges in today’sclassroom,reflectingthegrowing diversity of the student body; the ever-increasing number of students; gender issues;andstudents’learningdisabilities. This volume provides a useful framework for helping new and experienced teachers manage the diverse communication challenges they encounter. It also encourages

teachers to reflect on how their personal cultures influence their expectations about appropriate classroom communication and ways to demonstrate learning. This textbook is distinctive in its integration of information from a variety of sources to establish a viewpoint that focuses on the needs of the individual learner. Drawing on the research in the communication and education disciplines, the authors provide theoretical models and useful strategies for improving instructional practices. They address the ways in which culture influences communication in the classroom, and assist teachers in developing the skills necessary to meet the needs of the students in their classrooms. Teachers and scholars in the communication and education disciplines will find this text to be a practical and valuable tool for classroom teaching, and it is appropriate for instructional communication courses in the areas of communication and education.

May 2010: 6 x 9: 296ppHb: 978-0-415-87718-3: $125.00Pb: 978-0-415-87719-0: $44.95eBook: 978-0-203-85606-2


ViEW iNsiDE RouTlEdgE BooKsDid you know that many of our books now have “ViewInside”functionalitythatallowsyoutobrowse online content before making any purchasing decisions?

For more information visit: www.routledge.com

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NEW iN 2011

Speak OutClassroom Pedagogies for Activism and Advocacy

Celia Oyler, Teachers College, Columbia University, USA

How do educators engage students in real world curriculum without telling them what to think, how to think, or what to do? Is it possible to introduce social justiceissueswithoutimposingone’spoliticalviewsonstudents? In Speak Out, longtime activist and teacher educator Celia Oyler delves into such questions through firsthand accounts of social action projects. By moving beyond charity work or volunteerism, she shows how such social action projects offer fertile ground for practicing democratic engagement as part of classroom work.

Speak Out is a systematic, qualitative study offering in-depth and detailed portraits of teachers engaged in social action projects as part of the regular classroom curriculum. Each case forms a chapter organized as a narrative that includes excerpts from classroom dialogues and interviews of students, teachers, and parents describing their social action projects with sufficient detail to give educators guidance for designing such projects within their own classroom curriculum. The final chapter is a presentation and examination of power, pedagogy, and learning outcomes across the cases, providing specific guidance to educators wishing to take up such projects and offering instructional and procedural advice as well as cautions. A fresh new example of taking up the challenge to teach toward social justice, Speak Out: Classroom Pedagogies for Activism and Advocacy is an invaluable resource for all educators who are passionate about the possibility for integrating activism and advocacy as a means to engage in strong democracy.

September 2011: 6 x 9: 224ppPb: 978-0-415-88162-3: $41.95Hb: 978-0-415-88161-6: $140.00


History as Art, Art as HistoryContemporary Art and Social Studies Education

Dipti Desai and Jessica Hamlin, both at New York University, USA and Rachel Mattson, SUNY, New Paltz, USA

History as Art, Art as History pioneers methods for using contemporary works of art in the social studies and art classroom to enhance an understanding of visual culture and history. The fully-illustrated interdisciplinary teaching toolkit provides an invaluable pedagogical resource – complete with theoretical background and practical suggestions for teaching U.S.

history topics through close readings of both primary sources and provocative works of contemporary art.

2009: 7 x 10: 272ppHb: 978-0-415-99375-3: $150.00 Pb: 978-0-415-99376-0: $47.95eBook: 978-0-203-87030-3



Promoting Diversity and Social JusticeEducating People from Privileged Groups

Diane Goodman

Promoting Diversity and Social Justice gives theory, perspectives, and strategies that are useful for working with adults from privileged groups on diversity and social justice issues. The thoroughly revised edition of this powerful guide offers educational and psychological perspectives to inform practice and increase options in addressing conflict situations. Features to this new edition include:

•anewchapteron”unlearningracism”highlightsspecific ways people from privileged groups benefit from unlearning oppression and from creating greater equity

•anewchapteronAlliesandActiongivesfocusandguidance on how people from privileged groups can constructively and appropriately be involved in social change efforts

•updatedAppendixofadditionalresources.

This book is an excellent resource for group facilitators, counselors, trainers in classrooms and workshops, professors, teacher, higher education personnel, community educators, and any other professionals involved with educating others about diversity and equity.

February 2011: 6 x 9: 270ppHb: 978-0-415-87287-4: $140.00Pb: 978-0-415-87288-1: $37.95


Storytelling for Social JusticeConnecting Narrative and the Arts in Antiracist Teaching

Lee Anne Bell, Barnard College, USA

Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful

dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from high school classrooms, teacher education programs, and K-12 professional development programs, the book provides tools for examining racism as well as other issues of social justice.

March 2010: 6 x 9: 144ppHb: 978-0-415-80327-4: $135.00Pb: 978-0-415-80328-1: $28.95eBook: 978-0-203-85223-1


Social Justice, Peace, and Environmental EducationTransformative Standards

Edited by Julie Andrzejewski, St. Cloud State University, USA, Marta Baltodano, Loyola Marymount University, USA and Linda Symcox, California State University, Long Beach, USA

Based on collaborative work devoted to social justice issues, this collection provides a broad-ranging and thoughtful discussion of what standards developed from an inclusive social justice perspective might look like.

2009: 6 x 9: 344ppHb: 978-0-415-96556-9: $150.00Pb: 978-0-415-96557-6: $47.95eBook: 978-0-203-87942-9


Teaching/Learning Social Justice Series

Series Editor: Lee Anne Bell, Barnard College, USA

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NEW iN 2011

EcopedagogyEducating for Sustainability in Schools and Society

Richard Kahn, University of North Dakota, USA

Series: Positions: Education, Politics, and Culture

With ever-mounting and unprecedented ecological crises such as global warming, biodiversity extinction, the pollution by synthetic chemicals and other toxins, schools can no longer afford anything less than a thoroughgoing commitment to teaching for sustainability. Ecopedagogy can contribute to this project by working in the tradition of critical pedagogy to critique the current pedagogical terrain from the standpoint of sustainability and advancing potential openings for robust forms of ecoliteracy. Ideal for courses in education and environmental studies, this accessibly written introduction provides a powerful illustration for how the notion of ecopedagogy as a form of ongoing education can offer emancipatory critiques of schools, educational policy, and institutional and organizational culture.

March 2011: 6 x 9: 150ppHb: 978-0-415-80377-9: $130.00Pb: 978-0-415-80378-6: $27.95


Social Studies and Diversity EducationWhat We Do and Why We Do It

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

This one-of-a-kind resource features ideas from over one hundredofournation’smostthoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers learn to teach.

A much-needed addition to the field, this comprehensive volume will be of value to any teacher interested in social studies or diversity education

across age groups and educational contexts.

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


NEW iN PAPERBACk iN NOVEMBER 2010

The Routledge International Handbook of Critical EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA, Wayne Au, California State University, Fullerton, USA and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil

The Routledge International Handbook of Critical Education is the first authoritative reference work to provide an international analysis of the relationship between power, knowledge, education, and schooling. Rather than focusing solely on questions of how we teach efficiently and effectively, contributors to this volume push further to also think criticallyabouteducation’s

relationship to economic, political, and cultural power.

With a comprehensive introduction by Michael W. Apple, Wayne Au, and Luis Armando Gandin, along with thirty-five newly-commissioned pieces by some of the most prestigious education scholars in the world, this Handbook provides the definitive statement on the state of critical education and on its possibilities for the future.

2009: 7 x 10: 512ppHb: 978-0-415-95861-5: $199.00Pb: 978-0-415-88927-8: $69.95eBook: 978-0-203-88299-3


Teacher Education and the Struggle for Social JusticeKenneth M. Zeichner, University of Washington, USA

In this selection of his work from 1991–2008, Kenneth M. Zeichner examines the relationships between various aspects of teacher education, teacher development, and their contributions to the achievement of greater justice in schooling and in the broader society.

2009: 6 x 9: 224ppHb: 978-0-8058-5865-5: $140.00Pb: 978-0-8058-5866-2: $43.95eBook: 978-0-203-87876-7


NEW iN 2011

Critical Pedagogy and Cultural Studies in Urban EducationErnest Morrell, University of California, Los Angeles, USA

Critical pedagogy, or education intended to inspire consciousness and action for change, has the potential to become one of the most relevant and powerful tools in urban education today. But how can teachers adapt thesetheoreticalbeliefstomeettheneedsoftoday’surban classrooms? This textbook, intended for undergraduate and graduate courses in education, considers the potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront, and transform many of the persistent challenges we presently face in urban education.

The book begins with an examination of the historical antecedents of critical pedagogy and cultural studies to provide the necessary contexts for their implications to transform the ways we work with urban youth. The second half of the book focuses on practical applications of critical pedagogy and cultural studies in K-12 urban classrooms. Drawing on numerous case studies and examples to keep students engaged, the text explores how teachers across the K-12 spectrum and across content areas have involved young people in making the world a better place as they have also increased important academic skills. A glossary of terms offers short explanations of key terms associated with critical pedagogy and cultural studies, demystifying language thatcancausemajorroadblockstostudents’fullyinteracting with these ideas. A list of key works in the field along with a short s descriptions of the book and its significanceinspiresstudents’furtherstudyofthefield.

In an engaging, understandable writing style, this text walks educators through the many ways work in critical pedagogy and cultural studies can fundamentally reshape the urban educational landscape.

April 2011: 6 x 9: 224ppHb: 978-0-415-80317-5: $140.00Pb: 978-0-415-80318-2: $41.95


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NEW iN 2011

Understanding the Disenfranchisement of Latino MalesContemporary Perspectives on Cultural and Structural Factors

Edited by Pedro Noguera and Edward Fergus, both at New York University, USA, Aida Hurtado, University of California, Santa Cruz, USA

This groundbreaking interdisciplinary volume provides a comprehensive picture of Latino males in the US today and sets the direction of future research and policy intervention. While research on men and masculinity has increased substantially in recent years, very little of the new research has focused upon the status of Latino men or on the ways in which cultural and structural systems of patriarchy within Latino communities have been affected by the experiences of Latino men in American society. This collection, edited by renowned scholars Pedro Noguera, Aida Hurtado and Edward Fergus, brings together current research on education, health, criminal justice, mental health and employment. By drawing attention to the challenges facing this segment of the population the volume collectively establishes the first empirical basis for finding solutions to these problems.

May 2011: 6 x 9: 300ppHb: 978-0-415-87778-7: $140.00Pb: 978-0-415-87779-4: $44.95



Language and Minority RightsEthnicity, Nationalism and the Politics of Language

Stephen May, University of Aukland, New Zealand

2008 Choice Academic Outstanding Title Winner!

Series: ESL & Applied Linguistics Professional

In this provocative and ground-breaking book, Stephen May argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights, particularly for minority groups, are defensible and important, both academically and politically. May argues that the causes of many of the language-based conflicts in the world today lie with the nation-state and its preoccupation with establishing a ”common”languageandcultureviamasseducation.The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, at the same time, essentialising the language-identity link.

Language and Minority Rights – a benchmark volume in the field of language rights and language policy – is an outstanding interdisciplinary analysis which draws together debates on language from widely different academic fields, including the sociology of language, ethnicity and nationalism, sociolinguistics, social and political theory, education, history and law, illustrating these debates via a wealth of different national contexts and examples. It is essential reading for students, teachers, and researchers in the sociology of language, sociolinguistics, applied linguistics, language policy and planning, sociology, politics, and education.

July 2011: 6 x 9: 404ppHb: 978-0-8058-6307-9: $135.00Pb: 978-0-8058-6306-2: $41.95


Social Justice Pedagogy Across the CurriculumThe Practice of Freedom

Edited by Thandeka K. Chapman, University of Wisconsin, Milwaukee, USA and Nikola Hobbel, Humboldt State University, USA

What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms?

This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms.

Social Justice Pedagogy Across the Curriculum includes highlighted Points of Inquiry and Points of Praxis sections offering recommendations to teachers and researchers and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities.

Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds.

March 2010: 6 x 9: 344ppHb: 978-0-415-80600-8: $135.00Pb: 978-0-415-80604-6: $48.95eBook: 978-0-203-85448-8


Home-School Connections in a Multicultural SocietyLearning From and With Culturally and Linguistically Diverse Families

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

Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, Home-School Connections in a Multicultural Society shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families.

2009: 6 x 9: 312ppHb: 978-0-415-99756-0: $135.00Pb: 978-0-415-99757-7: $41.95eBook: 978-0-203-86843-0


2nd Edition

Language, Culture, and TeachingCritical Perspectives

Sonia Nieto, University of Massachusetts Amherst, USA

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

level students and professional development courses.

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

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


NEW

Cultural Validity in Assessment Addressing Linguistic and Cultural Diversity

Maria del Rosario Basterra, Elise Trumbull and Guillermo Solano-Flores

What is assessment and how is it a cultural practice? How does failure to account for linguistic and cultural variation among students jeopardize assessment validity? What is required to achieve cultural validity in assessment? This resource for practicing and prospective teachers–as well as others concerned with fair and valid assessment–provides a thorough grounding in relevant theory, research, and practice. The book lays out criteria for culturally valid assessment and recommends specific strategies that teachers can use to design and implement culturally valid classroom assessments.

Assessment plays a powerful role in the process of education in the U.S. and has a disproportionately negative impact on students who do not come from mainstream, middle-class backgrounds. Given the significance of testing in education today, cultural validity in assessment is an urgent issue facing educators.

December 2010: 6 x 9: 336ppHb: 978-0-415-99979-3: $135.00 Pb: 978-0-415-99980-9: $44.95


Language, Culture, and Teaching Series

8



NEW3rd Edition

Chicano School Failure and SuccessPast, Present, and Future

Edited by Richard R. Valencia, The University of Texas, Austin, USA

The third edition of the best selling collection, Chicano School Failure and Success presents a complete and comprehensive review of the multiple and complex issues affecting Chicano students today. Richly informative and accessibly written, this edition includes completely revised and updated chapters that incorporate recent scholarship and research on the current realities of the Chicano school experience. It features four entirely new chapters on important topics such as la Chicana, two way dual language education, higher education, and gifted Chicano students. Contributors to this edition include experts in fields ranging from higher education, bilingual education, special education, gifted education, educational psychology, and anthropology. In order to capture the broad nature of Chicano school failure and success, contributors provide an in-depth look at topics as diverse as Chicano student dropout rates, the relationship between Chicano families and schools, and the impact of standards-based school reform and deficit thinking on Chicano student achievement. Committed to understanding the plight and improvement of schooling for Chicanos, this timely new edition addresses all the latest issues in Chicano education and will be a valued resource for students, educators, researchers, policy makers, and community activists alike.

December 2010: 7 x 10: 384ppHb: 978-0-415-88060-2: $140.00Pb: 978-0-415-88061-9: $51.95eBook: 978-0-203-83598-2


2010 AMERiCAN EDUCATiONAl sTUDiEs AssOCiATiON CRiTiCs’ ChOiCE

Handbook of Latinos and EducationTheory, Research, and Practice

Edited by Enrique G. Murillo, Jr., California State University-San Bernardino, USA, Sofia A. Villenas, Cornell University, USA, Ruth Trinidad Galvin, University of New Mexico, USA, Juan Sánchez Muñoz, Texas Tech University, USA, Corinne MartÌnez, California State University-Long Beach, USA and Margarita Machado-Casas, University of Texas at San Antonio, USA

This handbook profiles the scope and terrain of academic inquiry on Latinos and education, capturing the field at this point in time. With its contributions to research, professional practice, and the emergence of related interdisciplinary studies, it provides a comprehensive review of rigorous, innovative, and critical scholarship and theory relevant to educational issues impacting Latinos.

2009: 7 x 10: 670ppHb: 978-0-8058-5839-6: $265.00Pb: 978-0-8058-5840-2: $114.95eBook: 978-0-203-86607-8


NEW

Developing Cultural Capability in International Higher EducationA Narrative Inquiry

Sheila Trahar, University of Bristol, UK

Cultural capability – the ability to function effectively in an international and intercultural context – is crucial in the interconnected world of the twenty-first century. Based on intensive reflexive research, this book will provoke readers to consider their own experiences of learning and teaching in culturally diverse contexts, highlighting useful strategies that might be used to effect cultural capability.

Utilizing information that builds on empirical data and examples from a variety of countries the author considers in detail four main themes:

•learning,teachingandassessmentpracticesinhighereducation and their cultural embeddedness

•personalandprofessionalinteractionsbetweenstudents and staff

•thepolitical–andpersonal–dimensionsoftheinternationalization of higher education

•methodologicalandethicalconsiderationswhenconducting research across cultures.

By doing so she demonstrates that there is much to learn from students and academics from different cultural backgrounds about the complex and culturally situated influences on teaching and learning, and in this book she proposes practical suggestions on how to develop cultural capability.

The book also provides strategies for enabling all students and staff to benefit both from the greater cultural diversity in their own countries and from internationalized higher education communities provides important guidance on methodological and ethical considerations that must be considered by both academics and student researchers.

December 2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-57238-5: $120.00Pb: 978-0-415-57239-2: $36.95


See Also:

Readings for Diversity and Social Justice Edited by Maurianne

Adams, University of Massachusetts, Amherst, USA, Warren Blumenfeld, Iowa State University, USA, Carmelita Castaneda, University of Wyoming in Laramie, USA, Heather W. Hackman, St. Cloud State University, USA,

Madeline L. Peters and Ximena Zuniga, both at University of Massachusetts, Amherst, USA

See Inside Front Cover for more details.

NEW iN 2011

Diversity in American Higher EducationToward a More Comprehensive Approach

Edited by Lisa Stulberg and Sharon Weinberg

Unlike other volumes on diversity, Diversity in American Higher Education conceptualizes diversity broadly to include not only race/ethnicity and gender, but also socioeconomic status and sexual and political orientation. As such, it captures under one umbrella a wide range of critical issues that comprise the current discourse on diversity in higher education; it also includes issues related to the pipeline and access to higher education, financial aid, and the legal underpinnings of affirmative action. In its totality, the proposed volume covers the many salient issues that impact diversity, as broadly defined, on the college campus and the resulting college experience of students, staff, and faculty. An additional important and unique feature of this volume is that it brings together the leading experts on diversity in higher education scholarship. Through their publications and research, these contributors have collectively defined the agenda for diversity as we know it today.

Given the breadth of the material covered and the current public interest in this topic, this book will be valuable reading for professionals in higher education, including admissions officers and deans, student affairs officers. It is also an appropriate text for undergraduate, masters, and doctoral-level students in higher education and policy courses, in general, those interested in matters of diversity in higher education.

April 2011: 6 x 9: 256ppHb: 978-0-415-87451-9: $125.00Pb: 978-0-415-87452-6: $44.95


9


Sociology of Education


NEW2nd Edition

Sociology of EducationA Critical Reader

Edited by Alan R. Sadovnik, Rutgers University, USA

This comprehensive and bestselling reader examines the most pressing topics in sociology and education while exposing students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, noted sociologist Alan R. Sadovnik has chosen readings that examine current issues and reflect diverse theoretical approaches to studying the

effects of schooling and society. The second edition provides students with seven new readings from some of the best theorists and researchers in education including James S. Coleman, Madeleine Arnot, and Claudia Buchman. Through full, rather than excerpted primary source readings, students have the opportunity to read sociological research as it is written and engage in critical analyses of readings in their entirety. Including comprehensive section introductions, questions for reflection and discussion, and suggested readings, Sociology of Education will stimulate student thinking about the important roles that schools play in contemporary society and their ability to solve fundamental social, economic and political problems.

August 2010: 7 x 10: 584ppHb: 978-0-415-80369-4: $150.00Pb: 978-0-415-80370-0: $49.95


The Routledge International Handbook of the Sociology of EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA, Stephen J. Ball, University of London, UK and Luis Armando Gandin, Federal University of Rio Grande do Sul, Brazil

This collection brings together manyoftheworld’sleadingsociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality.

The book strongly communicates the vibrancy and diversity of the sociology of education and the nature of ”sociologicalwork”inthisfield.Itwillbeaprimaryresource for teachers, as well as a title of major interest to practising sociologists of education.

2009: 6-3/4 x 9-3/4: 441ppHb: 978-0-415-48663-7: $199.00eBook: 978-0-203-86370-1


NEW iN 2011

Urban EducationA Model for Leadership and Policy

Edited by Karen Gallagher, Estela Bensimon, Dominic Brewer, University of Southern California, USA and Rodney Goodyear, University of Redlands, USA

Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under theumbrellaof”urbaneducation”andtreatingthemasa specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept.

This comprehensive volume addresses this definitional challenge and provides a three-part conceptual model in which the achievement of equity for all – regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raisond’etreofeducation.Justasathree-leggedstoolwould fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.

January 2011: 7 x 10: 400ppHb: 978-0-415-87240-9: $225.00Pb: 978-0-415-87241-6: $99.95eBook: 978-0-203-83733-7


NEW iN 2011

Youth StudiesKeywords and Movements

Edited by Susan Talburt, Georgia State University, USA and Nancy Lesko, Teachers College, Columbia University, USA

Recent attention from the public, national governments, and international organizations to issues such as youth social exclusion, poverty, school underachievement, school violence,gangactivity,sexuality,andyouth’sinteractionswithmediaandtheinternet,haveallcontributedtoYouthStudiesemergenceasasignificantinterdisciplinaryfieldofstudy.Yet,novolumeexiststhatsystematicallypresentsandputsintodialoguethefield’sareasoffocusandapproachestoresearch.Youth Studies is a cutting-edge title from leading scholars in the field that functions as a unique blend of introductory textbook, reference guide to key concepts and critical assessment of the state of the field.

Through scholarly yet accessible conceptual essays, the volume interrogates the key concepts and commonsense approach of youth studies, promising new perspectives on developments, discourses, and methods. Volume contributors include internationally-renowned research experts on youth studies and its multiple related subfields. Seven section introductoryessayspresenttheoreticallyinformed,interdisciplinaryinterrogationsofthefield’sassumptions,practices,purposes,andpossibilities.Eachisthenfollowedby6-8”keywords,”shorteressaysbyleadinginternationalexpertsthatexploresignificantanalyticalterms,themes,andcategoriesforyouthstudies.

A must-read course book for graduate students, faculty, and researchers across a range of disciplines in education and the social sciences, this extraordinary new book is certain to draw together and consolidate the dispersed field of youth studies new and exciting ways.

August 2011: 6 x 9: 224ppHb: 978-0-415-87411-3: $140.00Pb: 978-0-415-87412-0: $36.95


10



Lost Youth in the Global CityClass, Culture, and the Urban Imaginary

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

What does it mean to be young, to be economically disadvantaged, and to be subject to constant surveillance both from the formal agencies of the state and from the informal challenge of competing youth groups? What is life like for young people living on the fringe of global cities in late modernity, no longer at the center of city life, but pushed instead to new and

insecure margins of the urban inner city? How are changing patterns of migration and work, along with shifting gender roles and expectations, impacting marginalized youth in the radically transformed urban city of the twenty-first century?

In Lost Youth in the Global City, Jo-Anne Dillabough and Jacqueline Kennelly focus on young people who live at themarginsofurbancenters,the”edges”wherelow-income, immigrant, and other disenfranchised youth are increasingly finding and defining themselves. Taking the imperative of multi-sited ethnography and urban youth cultures as a starting point, this rich and layered book offers a detailed exploration of the ways in which these groups of young people, marked by economic disadvantage and ethnic and religious diversity, have sought to navigate a new urban terrain and, in so doing, have come to see themselves in new ways. By giving these young people shape and form – both looking across their experiences in different cities and attending to their particularities – Lost Youth in the Global City sets a productive and generative agenda for the field of critical youth studies.

February 2010: 6 x 9: 256ppHb: 978-0-415-99557-3: $140.00Pb: 978-0-415-99558-0: $44.95eBook: 978-0-203-85833-2


Black Youth MattersTransitions from School to Success

Cecile Wright, Nottingham Trent University, UK, P. J. Standen, University of Nottingham, UK and Tina Patel, Liverpool John Moores University, UK

Based on ethnographic research with young people permanently excluded from school, Black Youth Matters examines the resourcefulness of young black people in overcoming school failure to forge more positive futures for themselves.

2009: 6 x 9: 176ppHb: 978-0-415-99510-8: $125.00Pb: 978-0-415-99512-2: $36.95eBook: 978-0-203-86305-3


The Means to Grow UpReinventing Apprenticeship as a Developmental Support in Adolescence

Robert Halpern, Erikson Institute, Chicago, USA

2008: 6 x 9: 248ppHb: 978-0-415-96032-8: $140.00Pb: 978-0-415-96033-5: $41.95eBook: 978-0-203-88597-0


Theory and Educational ResearchToward Critical Social Explanation

Jean Anyon, City University of New York, Graduate Center, USA

2008: 6 x 9: 216ppHb: 978-0-415-99041-7: $145.00Pb: 978-0-415-99042-4: $33.95eBook: 978-0-203-89414-9


Revolutionizing EducationYouth Participatory Action Research in Motion

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

2008: 6 x 9: 256ppHb: 978-0-415-95615-4: $145.00Pb: 978-0-415-95616-1: $37.95eBook: 978-0-203-93210-0


Persistent InequalityContemporary Realities in the Education of Undocumented Latina/o Students

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

Series: The Critical Educator

Persistent Inequality answers burning questions about how educational policy has to rise to meet the unique challenges of undocumentedstudents’livesas well as those which face nearly all Latinos in the U.S. educational system.

2009: 6 x 9: 224ppHb: 978-0-415-95793-9: $130.00Pb: 978-0-415-95794-6: $37.95eBook: 978-0-203-86513-2


NEW iN 2011

Social Inequalities (Re)formedConsulting Pupils about Learning

Madeleine Arnot and Diane Reay, both at University of Cambridge, UK

The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalized/individualized learning strategies and the involvement of pupils in their learning.

Drawing on an in-depth study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings, the book:

•offersasociologicalstudyoflearningthroughanexploration of the social inequalities in the control pupils have over their learning

•identifies,fromapupil’sperspective,thesocialconditions of learning within contemporary performance-oriented school cultures

•exploresthewaysinwhichthesocialconditionsoflearning differ for pupils according to their gender, race, social class and achievement levels

•identifiesthewaysinwhichpupilsarebeingconsultedby teachers and the social conditions for successful consultation.

This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programs, as well as academics and researchers around the world.

November 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-41198-1: $150.00Pb: 978-0-415-41199-8: $45.95


Critical Youth Studies Series

Series Editor: Greg Dimitriadis, University at Buffalo, SUNY, USA

11



NEW2nd Edition

Education as EnforcementThe Militarization and Corporatization of Schools

Edited by Kenneth J. Saltman, DePaul University, USA and David A. Gabbard, East Carolina University, USA

The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposed the many ways schooling has become the means through which the expansion of global corporate power are enforced. Since publication of the first edition, these trends have increased to disturbing levels as a result of the extensive militarization of

civil society, the implosion of the neoconservative movement, and the financial meltdown that radically called into question the basic assumptions undergirding neoliberal ideology. An understanding of the enforcement of these corporate economic imperatives remains imperative to a critical discussion of related militarized trends in schools, whether through accountability and standards, school security, or other discipline based reforms.

Education as Enforcement elaborates upon the central arguments of the first edition and updates readers on how recent events have reinforced their continued original relevance. In addition to substantive updates to several original chapters, this second edition includes a new foreword by Henry Giroux, a new introduction, and four new chapters that reveal the most contemporary expressions of the militarization and corporatization of education. New topics covered in this collection include zero-tolerance, foreign and second language instruction in the post-9/11 context, the rise of single-sex classrooms, and the intersection of the militarization and corporatization of schools under the Obama administration.



Learning to FailHow Society Lets Young People Down

Fran Abrams, Freelance Journalist, UK

Blending interviews with those most closely affected together with views from key commentators and experts the author creates a vivid picture of a system and societal failure; a failure both that is at once both embarrassing and avoidable.

2009: 6-1/4 x 9-1/4: 184ppHb: 978-0-415-48395-7: $130.00Pb: 978-0-415-48396-4: $35.95eBook: 978-0-203-86482-1


NEW

Handbook of Research on Schools, Schooling and Human DevelopmentEdited by Judith L. Meece, University of North Carolina at Chapel Hill, USA and Jacquelynne S. Eccles, University of Michigan, USA

Children spend more time in school than in any social institution outside the home. Schools probably exert more influenceonchildren’sdevelopment and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’sdevelopmentandtodescribe various models and

methods for studying schooling effects. Key features include:

•Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies.

•Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy.

•Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy.

•Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.

May 2010: 8-1/2 x 11: 536ppHb: 978-0-8058-5948-5: $295.00Pb: 978-0-8058-5949-2: $119.95eBook: 978-0-203-87484-4


NEW

Handbook of Asian EducationEdited by Yong Zhao, Michigan State University, USA,

Co-Editors: Jing Lei, Syracuse University, USA, Guofang Li, Michigan State University, USA, Ming Fang He, Georgia Southern University, USA, Kaori Okano, La Trobe University, Australia, Nagwa Megahed, Ain Shams University, Egypt, David Gamage, The University of Newcastle, Australia and Hema Ramanathan, University of West Georgia, USA

Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economical perspectives.

Using a culture-based framework, the volume is organized in five sections, each devoted to educational practices in one civilization in Asia: Sinic, Japanese, Islamic, Buddhist, and Hindu. Culture and culture identities essentially are civilization identities; the major differences among civilizations are rooted in their different cultures. This framework offers a novel approach to capturing the essence of the diverse educational systems and practices in Asia.



NEW iN 20113rd Edition

Education, Equality and Human RightsIssuesofGender,’Race’,Sexuality,Disabilityand Social Class

Edited by Mike Cole, Bishop Grosseteste University College Lincoln, UK

With a new preface by leading educationist Peter McLaren, the updated edition of this comprehensive book provides an important educational perspective on world-wide equality issues for student teachers and teachers at all stages.

Each of the five equality issues of gender, race, sexuality, disability, and social class are covered as areas in their own right, and in relation to education. Written by experts in each particular field, the chapters trace the history of the various issues up to the present and enable readers to assess their continuing relevance in the future.

March 2011: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-58417-3: $130.00Pb: 978-0-415-58416-6: $42.95


12



NEW

Disciplines of EducationTheir Role in the Future of Education Research

Edited by John Furlong, University of Oxford, UK and Martin Lawn, University of Edinburgh, UK

Istherea”crisis”inthedisciplines of education?

The contribution of the ”foundationdisciplines”ofsociology, psychology, philosophy, history, economics to the study of education has always been contested in the UK and in much of the English-speaking world. But such debates are now being brought to a head in education by the demographic crisis.

Recent research has shown that with the an aging population of education academics, in 10 years time, there could be very few disciplinary specialists left working within faculties of education within UK Universities. But does that matter and is the UK no more thanaspecialcase?Howdoesthis”crisis”lookfromEurope where the disciplines of education are more embedded, and from the USA with its more diverse higher education system?

In this book, leading scholars – including A.H. Halsey, David Bridges, John Furlong, Hugh Lauder, Martin Lawn and Sheldon Rothblatt – consider the changing fortunes of each discipline as education moved away from the dominance of psychology in the 1930s, 40s and 50s as a result of the growing importance of the other disciplines and new social questions, and how the changing epistemological and political debates of the last 20 years haves resulted in their progressive demise. Finally the book confronts the question as to whether the disciplines have a place in education in the twenty-first century.

The book brings the coming crisis into the public view and to explores the issue of the past, current, and future relevance of the disciplines to the study of education. It will be of interest to all international academics and researchers in the field of education and the contributory disciplines and to students on educational research methods courses.

August 2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-58205-6: $120.00Pb: 978-0-415-58206-3: $39.95eBook: 978-0-203-84413-7


NEW iN 2011

Education and the Culture of ConsumptionPersonalisation and the Social Order

David Hartley, University of Birmingham, UK

Does personalisation mark a new regulatory code for education, one which corresponds with both the new work-order of production and with the makeover-prone tendencies of consumers?

For nearly 200 years the school has prepared the worker for the factory of mass production and the ‘mass consumer’contentwithacceptingwhatwasonoffer.Butnowa‘revised’educationalcodeappearstobeemerging which centres on the concept of ‘personalisation’,withitsnewmodeofpublicservicedelivery and its new flexibilities of structure and pedagogical process.

In this book, David Hartley raises many questions about this new interest in personalisation, including: Why now? What are the theoretical foundations of personalisation? What are its pedagogical, curricular and organisational consequences? Does it portend new (and virtual) pedagogical spaces to be opened up by digital technologies? What are the consequences for social justice of personalisation? Does personalisation diminish the socialising function of the school, or does it simply mean that the only thing we share is that we have the right to personalised service? Does personalisation have its intellectual roots in marketing theory rather than educational theory? Is it simply the facilitator of ‘educationforconsumption’,allowingfortheinsinuationofthe‘market’tosuffuseevenmorethefabric of education, albeit under the democratic-sounding clarion call of freedom of choice?

The book will be of interest to postgraduate students and academics studying in the fields of education policy and the social foundations of education, and will also be relevant to students studying public policy, especially health care and social care, and public management.

September 2011: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-59882-8: $128.00Pb: 978-0-415-59883-5: $39.95


The Problem with Boys’ EducationBeyond the Backlash

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

The Problem with Boys’ Education: Beyond the Backlash offers an illuminating analysis of the theories, politics and realitiesofboys’educationaround the world, providing an insightful and often disturbing account of various educational systems’successesandfailingsin fostering intellectual and social growth in male students.

2009: 6 x 9: 312ppHb: 978-1-56023-682-5: $103.00Pb: 978-1-56023-683-2: $39.95eBook: 978-0-203-87771-5


NEW

Confronting Global Gender JusticeWomen’sLives,HumanRights

Edited by Debra Bergoffen, Paula Ruth Gilbert, Tamara Harvey and Connie L. McNeely, all at George Mason University, USA

Confronting Global Gender Justice contains a unique, interdisciplinary collection of essays that address some of the most complex and demanding challenges facing theorists, activists, analysts, and educators engaged in the tasks of defining and researching women’srightsashumanrightsand fighting to make these rightsrealitiesinwomen’slives.

With thematic sections on Complicating Discourses of Victimhood, Interrogating Practices of Representation, Mobilizing Strategies of Engagement, and Crossing Legal Landscapes, this volume offers both specific case studies and more general theoretical interventions. Contributors examine and assess current understandings of gender justice, and offer new paradigms and strategies for dealing with the complexities of gender and human rights as they arise across local and international contexts. In addition, it offers a particularly timely assessment of the effectiveness and limits of international rights instruments, governmental and nongovernmental organization activities, grassroots and customary practices, and narrative and photographic representations.

This book is a valuable resource for both undergraduate and graduate students in fields such as Gender or Women’sStudies,HumanRights,CulturalStudies,Anthropology, and Sociology, as well as researchers and professionals working in related areas.

November 2010: 6-1/4 x 9-1/4: 352ppHb: 978-0-415-78078-0: $140.00Pb: 978-0-415-78079-7: $49.95eBook: 978-0-203-83859-4


Reclaiming ChildhoodFreedom and Play in an Age of Fear

Helene Guldberg, The Open University, UK

This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Helene Guldberg argues that we need to identify what the real problems are – and how much they matter.

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


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global and comParativE Education

3rd Edition

The Disability Studies ReaderEdited by Lennard J. Davis, University of Illinois at Chicago, USA

The Disability Studies Reader is the most comprehensive introduction to disability studies. Now in its third edition, it contains a wide range of seminal, cutting-edge and classic articles in the field. The collection covers cultural studies, identity politics, literary criticism, sociology, philosophy, anthropology, the visual arts, gender and race studies, as well as memoir, poetry, fiction, and prose non-fiction.

March 2010: 7 3/8 x 9 1/4: 672ppHb: 978-0-415-87374-1: $150.00Pb: 978-0-415-87376-5: $59.95


Handbook of School-Family PartnershipsSandra L. Christenson, University of Minnesota, USA and Amy L. Reschly, University of Georgia, USA

Family and community involvement are increasingly touted as a means of improving both student and school-level achievement. This has led to an increase in policies, initiatives, and goals designed to address family involvement in schools. Once recognized and implemented, such family-school partnerships can lead to the following benefits: enhanced communication and

coordination between parents and educators; continuity in developmental goals and approaches across family and school contexts; shared ownership and commitment to educational goals; increased understanding of the complexities of childrenís situations; and the pooling of family and school resources to find and implement quality solutions to shared goals.

2009: 7 3/8 x 9 1/4: 544ppHb: 978-0-415-96375-6: $295.00Pb: 978-0-415-96376-3: $114.95eBook: 978-0-203-87604-6


NEW

School TroubleIdentity, Power and Politics in Education

Deborah Youdell, Institute of Education, University of London, UK

Series: Foundations and Futures of Education

Against a backdrop of political and economic flux, renewed attention is being paid to the questions of how politics might be rejuvenated, how societies might be made fair, and what role education might have in pursuing this. This book makes an important intervention into this terrain by bringing together theories of counter-politics and radical traditions in education to make sense of the politics of

daily life inside schools and exploring a range of resources for thinking about and enacting political practicesthatmake‘schooltrouble’.It:

•offersasolidintroductiontothemuch-debatedissuesof“intersectionality”,thelimitsofidentitypolitics,andthe relationship between schooling and the wider policy and political context

•piecestogetheraseriesoftoolsandtacticsthatmightdestabilize educational inequalities by unsettling the knowledges, meanings, practices, subjectivities and feelings that are normalized and privileged in the ‘businessasusual’ofschoollife

•providesexamplesofcurriculummaterials,teachers’accounts of their pedagogy and ethnographic observations of school practices to investigate a range of critical action in school, from overt political action pursued by educators to day-to-day pedagogic encounters between teachers and students

•drawsontheworkofkeytheoriststomakesenseofthese practices and identify the political possibilities for educators who refuse to accept the everyday injustices and wide-reaching social inequalities that face us.

By exploring a politics of discourse, an anti-identity politics, a politics of feeling, and a politics of becoming, this book shows how the education assemblage can be unsettled and education can be re-imagined. It should be of interest to advanced undergraduate and postgraduate students and scholars in the fields of education, sociology, cultural studies, and social and political science.

October 2010: 6-1/4 x 9-1/4: 200ppHb: 978-0-415-47987-5: $120.00Pb: 978-0-415-47988-2: $36.95eBook: 978-0-203-83937-9



NEW

Schooling InternationallyGlobalisation, Internationalisation and the Future for International Schools

Richard Bates, Deakin University, Australia

The emergence of international schools in significant numbers across the globe demands analysis of their purposes, their practices and outcomes, as well as an examination of their connections to global, economic, social and cultural movements. This book sets out to provide a critical perspective on the current issues facing international schooling, particularly the conflict between ”internationalising”and”globalising”tendenciesandtoexplore these as they affect teachers, students, learning, curriculum, pedagogy and assessment as well as the contribution international schools might make to the achievement of global citizenship.

Issues addressed include:

•theemergenceofinternationaleducationasaglobalindustry

•therelationshipsbetweeninternationalschoolstoglobal and local cultures, global markets and civil society

•theroleofinternationalschoolsinglobalnetworking

•thepoliticaleconomyofinternationalschools

•themicro-politicsofinternationalschools

•teachersandteachingininternationalschools

•teachingandlearningininternationalschools

•theprospectsforaninternationalcurriculum

•assessmentandinternationalschools

•thegrowth,complexityandchallengesfacingtheInternational Baccalaureate

•theprospectsandchallengeofinternationaleducationfor global citizenship.

The well-known international contributors to this book move beyond simply describing the issues, and instead suggest ways in which the complex and often contradictory tensions within the world of international schooling and its global contexts must be examined critically.

This provocative book will be of great interest to those teaching in, leading and governing international schools in countries around the world, as well as those contemplating entering the rapidly expanding world of international schooling.



14



NEW

Linguistic Imperialism ContinuedRobert Phillipson, Copenhagen Business School, Denmark

This volume brings together key writings since the 1992 publication of Linguistic Imperialism – RobertPhillipson’scontroversial benchmark volume, which triggered a major re-thinking of the English teaching profession by connecting the field to wider political and economic forces. Analyzing how the global dominance of English in all domains of power is

maintained, legitimized and persists in the twenty-first century, Linguistic Imperialism Continued reflects and contributes in important ways to understanding these developments.

*This book is not available for sale in India, Pakistan, Bangladesh, Sri Lanka, Nepal, and Butan.

January 2010: 5-1/2 x 8-1/2: 416ppPb: 978-0-415-87201-0: $52.95eBook: 978-0-203-85717-5


Global Crises, Social Justice, and EducationEdited by Michael W. Apple, University of Wisconsin-Madison, USA

Global Crises, Social Justice, and Education looks into the ways we understand globalization and education by getting specific about what committed educators can do to counter the relations of dominance and subordination around the world. This timely collection provides thorough and detailed analyses of four specific centers of global crisis: the United States, Japan, Israel/Palestine,

and Mexico. Each chapter engages in a powerful and critical analysis of what exactly is occurring in these regions and counters with an equally compelling critical portrayal of the educational work being done to interrupt global dominance and subordination. Without settling for vague ideas or romantic slogans of hope, Global Crises, Social Justice, and Education offers real, concrete examples and strategies that will contribute to ongoing movements and counter-hegemonic struggles already active in education today.

2009: 6 x 9: 224ppHb: 978-0-415-99596-2: $130.00Pb: 978-0-415-99597-9: $38.95eBook: 978-0-203-86144-8


Globalizing Education PolicyFazal Rizvi, University of Illinois, USA and Bob Lingard, University of Queensland, Australia

”Rizvi and Lingard’s account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects – structural and individual – and resistance to them. In the enormous body of writing on globalisation this book stands out and will

become a basic text in education policy courses around the world.” – Stephen J. Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK

Rizvi and Lingard explore the key global drivers of policy change in education and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that in many countries these precepts have become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise. These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced and negotiated by all countries.

2009: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-41625-2: $125.00Pb: 978-0-415-41627-6: $45.95eBook: 978-0-203-86739-6


Globalizing Education, Educating the LocalHow Method Made us Mad

Ian Stronach, Liverpool John Moores University, UK

This book offers a critical and deconstructive account of global discourses on education, arguing that these overblown”hypernarratives”areneithereconomically,technically nor philosophically defensible. Nor even sane. Their”mythiceconomicinstrumentalism”mimicratherthan meet the economic needs of global capitalism in ways that the Crash of 2008 brings into vivid disarray. Theyreducenationaleducationtothesame”hollowedout”stateasnationalcapitalisms,subjecttoglobalpseudo-accountancy and fads. The book calls for a philosophical and methodological revolution, arguing for more transformative narratives that remodel qualitative inquiry, particularly in addressing a more performative rather than representative ideal.

2009: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-43111-8: $125.00eBook: 978-0-203-86362-6


Gender Education and Equality in a Global ContextConceptual Frameworks and Policy Perspectives

Edited by Shailaja Fennell and Madeleine Arnot, both at University of Cambridge, UK

Gender Education and Equality in a Global Context is an invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development.

2009: 6-1/4 x 9-1/4: 246ppPb: 978-0-415-55205-9: $42.50


NEW

Fabricating Quality in EducationData and Governance in Europe

Edited by Jenny Ozga, University of Edinburgh, UK, Peter Dahler-Larsen, University of Southern Denmark, Denmark, Hannu Simola, University of Helsinki, Finland and Christina Segerholm, Mid Sweden University, Sweden

This book argues that data and their use constitute a form of governance of education. It highlights the ways in which education is steered and managed so that a Europeaneducationpolicyspaceis”fabricated”throughdata which travel across national systems, and which enter and restructure provision to make it measurable, comparable and governable.

December 2010: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-58342-8: $125.00


2nd Edition

World Bank Financing of EducationLending, Learning and Development

Phillip W. Jones, University of Sydney, Australia

Based on detailed analysis of thousands of confidential World Bank documents, this book demonstrates that the World Bank lies at the centre of the major changes in global education of our time. It outlines the evolution of World Bank lending policies in education, and assesses thepolicyimpactoftheBank’seducationalprojects.

Following on from the success of the first edition, this revised edition covers topical issues of globalisation and looks into the political debate concerning aid to developing countries. It will be of enormous value to those studying, or working in, educational policy in developing countries, international organisations and financial institutions, and aid agencies.

2009: 6-1/4 x 9-1/4: 318ppPb: 978-0-415-56707-7: $39.95


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Teacher Education and the Challenge of DevelopmentA Global Analysis

Edited by Bob Moon, The Open University, UK

Everyone remembers a good teacher. But across the world, in developing country contexts, millions of children, seventy-five million at the last estimate, have no access to schooling and no opportunity to engage with any teachers at all.

July 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-60071-2: $120.00


Education Quality and Social Justice in the Global SouthChallenges for Policy, Practice and Research

Edited by Leon Tikly and Angeline Barrett, both at University of Bristol, UK

Drawing on state of the art evidence about implementing education quality in low income countries, this book opens up the black box of the classroom and explores how practices of teaching and learning impact on different groups of learners in the global South.

September 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-60354-6: $120.00


Education Outcomes and Poverty in the Global SouthA Reassessment

Edited by Christopher Colclough, University of Cambridge, UK

Based on highly innovative research that addressed common research questions across four countries in Africa and South Asia, the book presents new theoretical and empirical knowledge that will help to improve education and poverty reduction strategies in developing countries, through an enhanced recognition of education’sactualandpotentialrole.

October 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-58202-5: $125.00


The Handbook of Practice and Research in Study AbroadHigher Education and the Quest for Global Citizenship

Edited by Ross Lewin, University of Connecticut, USA

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

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

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

Internationalisation and the Student VoiceHigher Education Perspectives

Edited by Elspeth Jones, Leeds Metropolitan University, UK

This groundbreaking volume seeks to take the first steps in analyzing the impact of internationalization initiatives from student perspectives. As programs are increasingly delivered overseas and we seek to offer domestic students an international experience, how do we know what works for students and what does not? Encompassing the fast-growing global imperative is a significant

challenge for higher education and this collection identifies opportunities for enrichment of the learning environment, with all chapters based on direct research with students.

The book provides essential reading for anyone engaged in internationalization and wishing to learn more about the impact on students of a range of initiatives in order to apply the lessons in their own contexts.

2009: 6 x 9: 240ppHb: 978-0-415-87127-3: $140.00Pb: 978-0-415-87128-0: $47.95eBook: 978-0-203-86530-9


NEW IN 2011

Education, Poverty and International Development Series

Series editors: Madeleine Arnot and Christopher Colclough, University of Cambridge, UK

This series provides new analyses of the relationships between education, poverty and international development and offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.

Order Yours Today!For simple and secure online ordering,

please visit www.routledge.com/education

Or use the order form at the back of this catalog.

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Educational StudiES

Educational StudiES

NEW

Handbook of Research in the Social Foundations of EducationEdited by Steven Tozer, University of Illinois, Chicago, USA, Bernardo P. Gallegos, National University, Los Angeles, USA, Annette Henry, University of Washington, Tacoma, USA, Mary Bushnell Greiner, Queens College, City University of New York, USA and Paula Groves Price, Washington State University, USA

Since the 1930s, scholars in the SFE have influenced the field of education in two major ways: first, through professional preparation and development of teachers and school leaders, and second, through research into the social contexts of education, teaching, and learning.

This groundbreaking volume helps readers understand the history, evolution, and

significance of this wide-ranging, often misunderstood, and increasingly important field of study.

Key Features include:

•Comprehensive – no other volume offers such a wide range of cross-disciplinary and theoretical approaches to inquiry and then demonstrates those approaches in applied research.

•Leading-Edge Scholarship – chapter authors range from some of the most established and recognized names in the field to dynamic young scholars who are shaping the next generation of social foundations research.

•Contemporary Focus – chapters throughout the volume provide in-depth examinations of current cultural and technological changes in communications media, youth culture, sexual orientations, and the environment.

•Globalization Focus – authors examine the causes and consequences of globalization in contemporary life from various perspectives.

This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction.

July 2010: 8-1/2 x 11: 752ppHb: 978-0-8058-4211-1: $295.00Pb: 978-0-8058-4212-8: $119.95eBook: 978-0-203-87483-7


NEW

Foundations of EducationThe Essential Texts

Edited by Susan F. Semel, The City College of New York, Graduate Center, USA

Foundations of Education helps aspiring teachers interpret the craft of teaching within the historical, philosophical, cultural, and social contexts of education inside and outside of schools. This volume contains substantial selections from those works widely regarded as central to the development of the field. These are the ”essentialtexts”thatlaythebasis of further study for any

serious student of education. The text is organized around the separate foundations disciplines – history, politics, sociology, philosophy – and includes extended selections from the works of John Dewey and W.E.B. DuBois to contemporary thinkers such as Maxine Greene and Diane Ravitch. Noted scholar and editor of this volume, Susan Semel, provides an introductory essay as well as questions for further discussion that contextualizethereadingsandhighlighttheselections’continuedimportanceandapplicationtotoday’smostpressing educational issues.

March 2010: 7 x 10: 232ppHb: 978-0-415-80624-4: $150.00Pb: 978-0-415-80625-1: $44.95


Philosophy of EducationThe Essential Texts

Edited by Steven M. Cahn, The City University of New York, Graduate Center, USA

Philosophy of education is a study both of the aims of education and the most appropriate means of achieving those aims. This volume contains substantial selections from those works widely regarded as central to the development of the field. These arethe”essentialtexts”thatlaythe foundation for further study. The text is historically organized, moving from

classical thought (Plato, Aristotle), through the medieval period (Augustine), to modern perspectives (Locke, Rousseau, Wollstonecraft), and twentieth-century thinkers (Whitehead, Dewey). Each selection is followed by an extended interpretative essay in which a noted authority of our time highlights essential points from the readings and places them in a wider context.

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

2009: 7 x 10: 512ppHb: 978-0-415-99755-3: $155.00Pb: 978-0-415-99440-8: $46.95


NEW iN 2011

A Philosophy of LearningUnderstanding the Essence of Being and Learning

Peter Jarvis, University of Surrey, UK

This is not a philosophy of education – the perspective of this ground-breaking book is existential and its focus is human learning. The book is about human being and learning, the love of wisdom that locates learning in the person. At the same time in this exciting new book Peter Jarvis explores the differences between education, teaching and learning. As learning is increasingly being located in the person it means that it can be studied by any human discipline,

This book is about much more than learning from an existentialist perspective. For under this surface there is another important theme running, that of evolution and adaptation as learning. It also has sub themes that address pre-conscious learning, embodied learning, and the mind/body relation. Carefully addressing each of the key issues about our understanding of learning the author looks in turn at:

•Whatislearning?

•Whatisaperson?

•Evolution

•Theimportanceoftime

•Theimportanceofexperience

•Perceptionandskepticism

•Thinkingandreasoning

•Knowledgeandbelief,and

•Themoralityandlearning.

Finally by drawing together all the elements that constitute learning – existentialism, evolution and adaptation, individual and group, the limits of human learning itself – the author shows how learning is intrinsic to becoming and in some way it is one of the driving forces of becoming. The value of learning to the human being lies here and only when we disengage does our becoming slow down; since we always need to learn in order to be.

April 2011: 6-1/4 x 9-1/4: 240ppHb: 978-0-415-57131-9: $130.00Pb: 978-0-415-57132-6: $42.95


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Educational StudiES

NEW iN 2011

Globalization and EducationFazal Rizvi, University of Illinois, USA

Globalization and Education provides a critical introduction to various theories of globalization and the implications they are assumed to have for educational policy and practice. Using the current global financial crisis as a backdrop, internationally renowned author Fazal Rizvi examine a series of questions about the ways in which globalization has been variously represented in theoretical, policy and popular discourses. In clear, concise language, Rizvi argues that the problem is not the idea of globalization itself but a particular ideological representation of the manner in which educational policy and practice should be aligned to its dictates.

Both an introduction to the topic and a fresh analysis designed to elicit wide-ranging discussions, the book opens with discussion of some of the key contemporary theories of globalization and education in order to show these are shaped by a neo-liberal social imaginary. The second half of the book describes some of the discontents such a social imaginary has produced among particular groups of people, relegating them to the edges of the global community and resulting in vast and unacceptably high levels of inequalities. Not content to accept the popular assumption that there is no alternative to a neoliberal view of globalization, the book concludes with an overview of the many alternatives already proposed and the role that education might need to play in articulating a better, more democratic and just, way of imagining the interconnected and interdependent world.

Ideal for courses in education policy and education studies, this valuable teaching resource is essential reading for anyone who wishes to read more about the issues and controversies at the intersection of globalization, education, and society.

January 2011: 6 x 9: 132ppHb: 978-0-415-88124-1: $125.00Pb: 978-0-415-88163-0: $31.95


NEW iN 2011

Gender and EducationMadeleine Arnot, University of Cambridge, UK

Understanding the field of gender and education today requires thinking more critically about paradigmatic models of gender and their goals for educational and social reform. It involves recognizing that the international project of the women’smovementofthe1960s and 1970s has had a deep influence in many countries, not just in those which are income rich. In this

context, it is important to think critically and analytically about how gender is conceptualized in both international and national policy making and research and the ways in which gender analysis in education can now contribute to the creation of emancipatory forms of gender relations, and global gender justice.

The aim of this introductory text from international authority Madeleine Arnot, is to understand where the field of gender and education is located at present, its strengths and weaknesses in terms of foci, its theoretical advance, its methodological sophistication and its policy relevance and impacts. It provides a concise but comprehensive introduction to the progressive discussions in feminist theory and the role of education in relation to the structuring of familial, institutional, political and economic sites. The book concludes by considering some of the contemporary challenges which gender and education as a field of scholarship and political action face in the context of international and global developments.

Ideal for courses in education studies, sociology, gender studies,women’sstudies,developmentstudies,thisvaluable teaching resource is essential reading for anyone who wishes to read more about the controversies associated with gender issues in education and society.

April 2011: 6 x 9: 132ppHb: 978-0-415-80331-1: $125.00Pb: 978-0-415-80332-8: $31.95


NEW iN 2011

Marx and EducationJean Anyon, City University of New York, Graduate Center, USA

There is one Karl Marx, and a multitude of Marxisms. Basic ideas expressed by Marx – for example, that capitalism is inherently contradictory and prone to crisis, that social class is central to personal exploitation and oppression, and that the industrial working class is key to revolutionary change – have been ignored or reworked by others calling themselves Marxists in ways that not only contradict each other, but contradict what Marx actually said.

In this pithy, accessible book, internationally renowned scholar Jean Anyon centers on the ideas of Marx that have been taken up in education studies as a guide to analysis, research, and practice. Beginning with a brief overview of Marxist ideas and terms, Anyon then moves to ways educational scholarship in a Marxian vein has typically flowed from three basic concepts: class as an explanatory social and educational variable; capitalism as a primary source of systemic social, economic, and educational inequality; and ideology critique as a model for alternative educational analysis and critical classroom pedagogy. The book concludes with a look toward current teaching and writing that attempts to exemplify what is relevant in Marx, and replace that which has been outdone by historical events. Drawing from examples of her own recent work with students, Anyon further provides concrete examples of how Marxist ideas and a redefined Critical Social Theory can transform empirical research.

April 2011: 6 x 9: 132ppHb: 978-0-415-80329-8: $125.00Pb: 978-0-415-80330-4: $31.95


Routledge Key Ideas in Education Series

Series editors: Greg Dimitriadis, University at Buffalo, SUNY, USA and Bob Lingard, University of Queensland, Australia

NEW

Freud and EducationDeborah P. Britzman, York University, Canada

Theconceptofeducation–itsdangersandpromisesanditsillusionsandrevelations–threadsthroughoutSigmundFreud’sbodyofwork.Thisintroductory volume by psychoanalytic authority, Deborah P. Britzman, explores key controversies of education through a Freudian approach. It defines how fundamental Freudian concepts such as the psychical apparatus, the drives, the unconscious, the development of morality, and transference have changedthroughoutFreud’soeuvre. An ideal text for courses in education studies, human development, and curriculum studies, Freud and Education concludes with new Freudian-influenced approaches to the old dilemmas of educational research, theory, and practice.

September 2010: 5 x 7 3/4: 176ppHb: 978-0-415-80225-3: $125.00Pb: 978-0-415-80226-0: $31.95eBook: 978-0-203-84150-1


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Educational StudiES

NEW

Hermeneutics, History and MemoryPhilip Gardner, University of Cambridge, UK

History is the true record of an absent past. The trust between historians and their readers has always been founded upon this traditional claim. In a postmodern world, that claim and that trust have both been challenged as never before, drawing either angry or apologetic responses from historians.

Hermeneutics, History and Memory answers differently. It

sees the sceptical challenge as an opportunity for reflectiononhistory’skeyprocessesandpractices,anddraws upon methodological resources that are truly history’sown,butfromwhichithasbecomeestranged.In seeking to restore these resources, to return history to its roots, this book presents a novel contribution to topical academic debate, focusing principally upon:

•thechallengesanddetoursofhistoricalmethodology

•hermeneuticinterpretationinhistory

•theworkofPaulRicoeur

•therelationbetweenhistoryandmemory.

Hermeneutics, History and Memory will appeal to experienced historical researchers who seek to explore the theoretical and methodological foundations of their empirical investigations. It will also be highly beneficial to research students in history and the social sciences concerned with understanding the principles and practices through which documentary analysis and in-depth interview can be both validated and conducted.

January 2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-35337-3: $125.00Pb: 978-0-415-35338-0: $45.95eBook: 978-0-203-86012-0


2nd Edition

The School in the United StatesA Documentary History

Edited by James W. Fraser, New York University, USA

In this second edition of The School in the United States: A Documentary History, James W. Fraser once again provides the essential primary documents for a study of the history of education in the United States.

Comprehensive enough to be used as a main text, but brief enough to be used alongside another, The School in the United States remains an ideal resource and textbook for any

student and teacher of the history of education in the United States.

2009: 7 x 10: 432ppHb: 978-0-415-80210-9: $150.00Pb: 978-0-415-80211-6: $54.95


NEW

The History of U.S. Higher EducationMethods for Understanding the Past

Edited by Marybeth Gasman, University of Pennsylvania, USA

Series: Core Concepts in Higher Education

The History of U.S. Higher Education explores critical methodological issues in the history of American higher education, including often-overlooked issues such as race, class, gender, and sexuality.

Chapters include: Reflective exercises that combine theory and practice, Research Method Tips, and Further Reading Suggestions. The text allows

students to understand the processes that historians use when conducting their own research.

Leading historians and those at the forefront of new research explain how historical literature is discovered and written, and provide readers with the methodological approaches to conduct historical higher education research of their own. The contributors guide readers as they develop a rich appreciation for the craft of history and the importance of understanding higher education’spast.



NEW

Introduction to American Higher EducationEdited by Shaun R. Harper, University of Pennsylvania, USA and Jerlando F.L. Jackson, University of Wisconsin, USA

Introduction to American Higher Education is a groundbreaking collection that combines essential, classic contributions with the most cutting-edge thinking in the field.

The book is divided into five sections and contains 25 essential readings on the following topics:

•collegestudents

•faculty

•teaching,learning,andcurriculum

•administration,governanceandleadership

•highereducationpolicy.

Each section includes chapters on community colleges and four-year institutions, as well as substantive overviews. This impressive volume brings together the best scholarship in one comprehensive text.

September 2010: 7 x 10: 452ppHb: 978-0-415-80325-0: $180.00Pb: 978-0-415-80326-7: $64.95


NEW

The Struggle for the History of EducationGary McCulloch, Institute of Education, University of London, UK


In this book Gary McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including:

•findingasetofcommoncausesforthefieldasawhole;

•engagingmoreeffectivelywithsocialsciencesandhumanities while maintaining historical integrity;

•formingarationaleofmissionsandgoalsforthefield;

•definingtheoverallcontentofthesubject,itsprioritiesand agendas;

•andreassessingtherelevanceofeducationalhistorytocurrent educational and social issues.

Throughout this book the origins of unresolved debates and tensions about the nature of the field of history education are discussed and key examples are analyzed to present a new view of future development. Drawing on thirty years of experience as a researcher and teacher in the history of education, McCulloch presents a groundbreaking critique of the history of education in the modern world, which will appeal to both researchers and students in the field of education.



NEW iN 2011

Education ReconfiguredCulture, Encounter, and Change

Jane Roland Martin, University of Massachusetts, Boston, USA

As philosophers throughout the ages have asked, what is justice? What is truth? What is art? What is law? The internationally acclaimed philosopher of education Jane Roland Martin asks what is education? In answer, she puts forward a unified theory that casts education in a brand new light. Responding to the call John Dewey made over a century ago for an enlarged outlook on education,Martin’s“theoryofeducationasencounter”places culture alongside the individual at the heart of the educational process thus enabling us to see education as weneverhave.Lookthroughhertheory’slensandyoucan see that education takes place not only in school but at home, on the street, in the mall: in other words, everywhere and all the time. Look through that lens and you can see that education does not always spells improvement; that, on the contrary, it can be for the better or the worse. Indeed, you can see that it is inevitably a maker and shaper of both individuals and cultures.

Aboveall,Martin’sneweducationalparadigmrevealsthat education is too important to be left solely to the professionals; that it is one of the great forces in human society and, as such, deserves the attention and demands the vigilance of every thoughtful person.

April 2011: 6 x 9: 256ppHb: 978-0-415-88962-9: $140.00Pb: 978-0-415-88963-6: $37.95

For more information, visit:www.routledge.com/9780415889636

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Educational StudiES

NEW

The Politics of American EducationJoel Spring, Queens College and the Graduate Center of the City University of New York, USA

Turning his distinctive analytical lens to the politics of American education, Joel Spring looks at contemporary educational policy issues from theoretical, practical, and historical perspectives. This comprehensive overview documents and explains who influences educational policy and how, bringing to life the realities of schooling in the twenty-first century and revealing the ongoing ideological struggles at play. Coverage includes the influence of global organizations on American school policies and the impact of emerging open source and other forms of electronic textbooks.

Thought-provoking, lucid, original in its conceptual framework and rich with engaging examples from the real world, this text is timely and useful for understanding the big picture and the micro-level intricacies of the multiple forces at work in controlling U.S. public schools. It is the text of choice for any course that covers or addresses the politics of American education.

Companion Website: The interactive Companion Website accompanying this text includes relevant data, public domain documents, YouTube links, and links to websites representing political organizations and interest groups involved in education.



4th Edition

Political Agendas for EducationFrom Change We Can Believe In To Putting America First

Joel Spring, Queens College and the Graduate Center of the City University of New York, USA

Bringing up-to-date Joel Spring’songoingdocumentation and analysis of political agendas for education in the US, the fourth edition of Political Agendas for Education focuses on the Republican and Democratic parties in the 2008 national election and post-2008 election era, considered within the context of the evolution of the Republican and Democratic education agendas.

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


NEW iN 2011

Teaching for EcoJusticeSustainability, Democracy, and Diversity

Rebecca A. Martusewicz and Johnny Lupinacci, both at Eastern Michigan University, USA and Jeff Edmundson, Portland State University, USA

Designed for introductory social foundations or multicultural education courses, this text offers a powerful model for cultural ecological analysis and pedagogy of responsibility, providing teachers and teacher educators with the information and classroom practices they need to help develop citizens who are prepared to support and achieve diverse, democratic, and sustainable societies in an increasingly globalized world. Teaching for Eco-Justice features:

•anengagingwritingstyleweavingtogetheradepthoftheoretical knowledge with personal and classroom experience of the authors

•aConceptualToolboxineachchapterintroducingimportant concepts students can use to reflect on their own assumptions and to develop their critical analytic powers in relation to important problems

•pedagogicalactivitiesineachchapter:Examplesoflessons and teacher reflections; suggested readings; annotated bibliography of resources.

EcoJusticeeducationisnotan”add-on”approachthatsimply adds the environment to a long list of social problems that need to be addressed. Rather, it presents a paradigm shift in thinking about the connections among alloftheseproblems,education’sresponsibilitiesrelativeto them, and how they can be addressed by teachers and teacher educators. Arguing that social justice must be understood within this larger ecological context, this text emphasizes the interrelationship among biological, cultural and linguistic diversity in an effort to introduce students to the principles and relationships necessary for educating future citizens for diverse, democratic, and sustainable communities.



Minority Status, Oppositional Culture, & SchoolingEdited by John U. Ogbu, University of California, Berkeley, USA

2008: 6 x 9: 688ppHb: 978-0-8058-5103-8: $165.00Pb: 978-0-8058-5104-5: $53.95eBook: 978-0-203-93196-7


Reclaiming Education for DemocracyThinking Beyond No Child Left Behind

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

Recipient: 2009 AERA Division K Award for Exemplary Research in Teaching and Teacher Education!

2008: 6 x 9: 256ppHb: 978-0-8058-5841-9: $145.00Pb: 978-0-8058-5842-6: $45.95eBook: 978-0-203-89451-4


NEW

Place- and Community- Based Education in SchoolsGregory A. Smith, Lewis and Clark College, USA and David Sobel, Antioch New England Graduate School, USA

This book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

February 2010: 184ppHb: 978-0-415-87518-9: $135.00Pb: 978-0-415-87519-6: $36.95eBook: 978-0-203-85853-0


Indigenous Educational Models for Contemporary PracticeInOurMother’sVoice,VolumeII

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

2008: 6 x 9: 304ppHb: 978-0-8058-6402-1: $145.00Pb: 978-0-8058-6403-8: $43.95eBook: 978-1-4106-1855-9


Sociocultural, Political, and Historical Studies in Education Series

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Educational StudiES

Sociocultural, Political, and Historical Studies in Education Series

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

Edited by Jennifer A. Sandlin, Arizona State University, USA and Peter McLaren, University of California, Los Angeles, USA

”Its focus on learning, education and pedagogy gives this book a particular relevance and significance in contemporary cultural studies. Its impressive authors, thoughtful structuring, wide range of perspectives, attention to matters of educational policy and practice, and suggestions for transformative pedagogy all

provide for a compelling and significant volume.” – H. Svi Shapiro, University of North Carolina–Greensboro, USA

2009: 6 x 9: 304ppHb: 978-0-415-99789-8: $140.00Pb: 978-0-415-99790-4: $44.95eBook: 978-0-203-86626-9


Education and Hope in Troubled TimesVisionsofChangeforOurChildren’sWorld

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

Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction.

2009: 6 x 9: 304ppHb: 978-0-415-99425-5: $140.00Pb: 978-0-415-99426-2: $46.95eBook: 978-0-203-88185-9


NEW iN 2011

Urban High Schools Foundations and Possibilities

Annette B. Hemmings

Focused on critical and problematic elements of the urban high school, this theory-based text introduces readers to the historical, sociological, anthropological, and political foundations of urban public secondary schooling and also to possibilities for urban public school reform.

Part I, Foundations, covers historical context, sociological basics, anthropological perspectives and explores the dynamics of power in urban education. Part II, Possibilities, looks at urban high school reforms, with analyses of key debates and discussions of various approaches to organizational and pedagogical change that promise possibilities for real and effective urban high school improvement.

Designed to engage students in urban education courses and programs in thinking about, conducting research on, and applying concepts in their own practices, each chapter includes concept boxes summarizing key ideas, a summative commentary, and questions for discussion and student research.

Urban High Schools: Foundations and Possibilities is an excellent resource for students, faculty, and policy makers wishing to inform their work with and within urban high schools from social, cultural, and political perspectives.

September 2011: 6 x 9: 208pp Hb: 978-0-415-87870-8: $135.00Pb: 978-0-415-87871-5: $39.95


Globalization of EducationAn Introduction

Joel Spring, Queens College and the Graduate Center of the City University of New York, USA

2008: 6 x 9: 264ppHb: 978-0-415-98946-6: $130.00Pb: 978-0-415-98947-3: $30.95eBook: 978-0-203-88685-4


NEW

Radical Education and the Common SchoolA Democratic Alternative

Michael Fielding and Peter Moss, Thomas Coram Research Unit, Institute of Education, UK


“Every now and then there comes a book on education to make the blood course through your veins and steel your resolve that ‘It doesn’t have to be like it is’; you know after reading it that something else better is possible. Paulo Freire’s Pedagogy of the Oppressed and John Holt’s How Children Fail spring to mind as well known examples. Well here’s another to stand alongside their work. Written with passion and incisiveness in equal measure, it will lift the spirits and re-energise all who are engaged in education not simply as a means of earning a living but as a way of changing the world for the better.” – Tim Brighouse, Visiting Professor at the Institute of Education, University of London, UK

What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions?

Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardization, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centered education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ”commonschool,”aschoolforallchildreninitslocalcatchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centered learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about.

Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from a range of stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education – teachers and students, academics and policy makers, parents and politicians.



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Educational StudiES

NEW

Education, Politics and ReligionReconciling the Civil and the Sacred in Education

James Arthur, University of Birmingham, UK Liam Gearon, University of Plymouth, UK and Alan Sears, University of New Brunswick, Canada

In recent years a number of popular books have savaged religion, arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularizing agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key

assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise.

For the most part the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognizes that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularizing agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy.

Education, Politics and Religion will be of value to any who are interested in exploring how democracies can include the voices of all their citizens: the religious and the secular.

June 2010: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-56548-6: $120.00Pb: 978-0-415-56549-3: $39.95eBook: 978-0-203-84657-5


NEW iN 2011

Changing SchoolsAlternative Approaches to Make a World of Difference

Edited by Bob Lingard, University of Queensland, Australia, Pat Thomson, University of Nottingham, UK and Terry Wrigley, University of Edinburgh, UK

The raising of standards in schools is a global challenge to policy makers. To overcome it means to remove the ongoing influence of poverty on school success. In an age of global mobility, economic polarization and unprecedented environmental and cultural challenges, the education of all children and young people to higher levels has become a key issue of international policy.

This book presents new thinking and practice for progressing school change today, drawn from the works of authors around the world. Educational policy-making has been dominated by particular human capital oriented theories of school improvement, formulated and implemented in neo-liberal political environments. This book seeks to challenge this dominance. It draws both on contemporary innovations in practice and theory and long standing traditions of alternative thinking and practice. Linking together and articulating other ways of conceiving of and implementing school change, it bases its findings on values of equality and global citizenship. It shows how schools can work to make different knowledges, languages, narratives, truths and ways of being integral to mainstream curriculum, pedagogy, assessment, and school cultures and structures.

January 2011: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-55859-4: $125.00Pb: 978-0-415-55860-0: $42.95


Teaching Critical ThinkingPractical Wisdom

bell hooks, Berea College, USA

In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today.

Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist

authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today.

2009: 6 x 9: 208ppHb: 978-0-415-96819-5: $125.00Pb: 978-0-415-96820-1: $24.95eBook: 978-0-203-86919-2


Educating for the Knowledge Economy Edited by Hugh Lauder, Harry Daniels, Maria Balarin and John Lowe, all at University of Bath, UK and Michael Young, University of London, UK

Will the knowledge economy – as governments promise – provide knowledge workers with a degree of autonomy and permission to think which enables them to be creative and to attract high incomes?

The current economic crisis is provoking a reappraisal of both economic and educational policy. Policy makers and educationists across the world see education as central to economic competitiveness. However, this book asks fundamental questions about the relationship between the economy and education since, in contrast to policy makers’rhetoric,therelationshipbetweenthetwosectors is not straightforward. An unorthodox account of the knowledge economy and economic globalisation suggests that autonomy in the workplace and permission to think will be only given to the elite. In this view many aspirant well educated middle class young workers are doomed to disappointment.

In this book, leading scholars from the US, the UK, Australia and New Zealand discuss these issues and interrogate the assumptions and links between the different elements of education and how they might relate to the economy. Even if we assume that the official view of the knowledge economy is correct are we educating young people to be autonomous, creative thinkers? Are current policies relating to knowledge, learning and assessment consistent with the kinds of workers and skills required for the knowledge economy?

August 2011Hb: 978-0-415-61506-8: $120.00Pb: 978-0-415-61507-5: $39.95


Knowledge, Values and Educational PolicyA Critical Perspective

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

Series: Critical Perspectives on Education

In Knowledge, Values and Educational Policy internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform. Issues such as what schools are for and what should be taught in them, how learning is

possible across boundaries, and issues of diversity and equity are addressed. Policies and practices relating to schools and the influence of educational research are also considered.

Read alongside its companion volume, Educational Theories, Cultures and Learning, readers will be encouraged to consider and think about on some of the key issues facing education and educationists today.

2009: 6-3/4 x 9-3/4: 320ppHb: 978-0-415-49119-8: $160.00


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Educational StudiES

NEW iN 2011

The New Political Economy of Urban EducationNeoliberalism, Race, and the Right to the City

Pauline Lipman, University of Illinois, Chicago, USA

Urban education is changing everyday in powerful ways. The old paradigms describing urban education are being eclipsed by new realities such as global neoliberal forces, a new articulation of race and class, and a politics of fear. These factors and more set the stage forPaulineLipman’sinsightfulanalysis of the powerful relationship between education policy and the neoliberal

economic and political processes that are reshaping cities in the United States and around the globe.

Using Chicago as a case study of the interconnectedness between neoliberal urban policies on housing, economic development, and education, Lipman explores the larger implications on equity, justice, and the restructuring of the city. The book draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race to offer a significant contribution to current arguments about urban schooling and how we think about the relations between neoliberal education reforms and the transformation of cities. By examining why and how theserelationshipsresonatewithpeople’slivedexperience, Lipman pushes the analysis one step further in hopes of constructing an urban education based on true social justice.

April 2011: 6 x 9: 240ppHb: 978-0-415-80223-9: $130.00Pb: 978-0-415-80224-6: $34.95


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

Series: Critical Social Thought

Race, Whiteness, and Education reaffirms a critical appreciation of whiteness within race studies of education. It interrogates the racial center and produces insights into race relations and the common sense understandings that sustain it.

2009: 6 x 9: 232ppHb: 978-0-415-99316-6: $125.00Pb: 978-0-415-99317-3: $37.95eBook: 978-0-203-88037-1


NEW iN 2011

Critical Curriculum StudiesEducation, Consciousness, and the Politics of Knowing

Wayne Au, California State University, Fullerton, USA

Critical Curriculum Studies: Education, Consciousness, and the Politics of Knowing offers a novel framework for thinking about how curriculum relates to student understanding of the world around them. Here, author Wayne Au draws heavily upon critical traditions within curriculum theory, feminist theory, and teaching and learningtodevelopa”criticalstandpointtheory”forunderstanding how the orientation of school curriculum relates to the development of student consciousness.

Using evidence from struggles over standards, high-stakes testing, textbook adoptions, and the politics of classroom practice, the work done in Critical Curriculum Studies will help educators and educational theorists better understand how the politics of knowledge, as well as social relations, are embedded within the very structure of curricular knowledge itself as part of the environmental design of classrooms. In the process, Critical Curriculum Studies also explains how suchcurricularstructuresrelateto”criticalconsciousness”–aconceptthathasbeenofsignificantdebate within education.

April 2011: 6 x 9: 224ppHb: 978-0-415-87711-4: $140.00Pb: 978-0-415-87712-1: $37.95


WiNNER Of ThE 2009 NCss ExEMPlARy REsEARCh iN sOCiAl sTUDiEs AWARD!

Controversy in the ClassroomThe Democratic Power of Discussion

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

”Teachers are tempted to avoid controversial issues in preference for ’safe’ knowledge and ’safe’ teaching practices. This book interrupts this dangerous trend, providing a spirited and detailed argument for why curricula and teaching based on controversial issues are crucial.” – The Social Studies Professional

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

2009: 6 x 9: 216ppHb: 978-0-415-96228-5: $125.00Pb: 978-0-415-96229-2: $37.95eBook: 978-0-203-87888-0


Critical Social Thought Series

Series Editor: Michael W. Apple, University of Wisconsin, Madison, USA

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Educational StudiES

Advocacy LeadershipToward a Post-Reform Agenda in Education

Gary L. Anderson, New York University, USA

In this timely and important book, Gary L. Anderson provides a devastating critique of why a managerial role for educational leaders is counterproductive, especially for improving opportunities for low-income students and students of color, and instead proposes ways of re-theorizing educational leadership to emphasize its advocacy role. Advocacy Leadership lays out a

post-reform agenda that moves beyond the neo-liberal, competition framework to define a new accountability, a new pedagogy, and a new leadership role definition in education.

2009: 6 x 9: 232ppHb: 978-0-415-99427-9: $130.00Pb: 978-0-415-99428-6: $37.95eBook: 978-0-203-88061-6


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

In Critical Perspectives on bell hooks, contributors in the field of education, philosophy, and social work offer critical reflectionsonbellhooks’workwhere she has been most influential. This is a must-read for scholars, professors, and students interested in issues of race, class and gender.

2009: 6 x 9: 256ppHb: 978-0-415-98980-0: $145.00Pb: 978-0-415-98981-7: $39.95eBook: 978-0-203-88150-7


Hidden MarketsThe New Education Privatization

Patricia Burch, University of Wisconsin-Madison, USA

Drawing on analytic tools, The New Educational Privatization examines specific domains that the education industry has had particular influence on – home schooling, remedial instruction, management consulting, test development, data management, and staff development.

2009: 6 x 9: 200ppHb: 978-0-415-95566-9: $135.00Pb: 978-0-415-95567-6: $37.95eBook: 978-0-203-88394-5


Black Literate LivesHistorical and Contemporary Perspectives

Maisha T. Fisher, Emory University, USA

2008: 6 x 9: 200ppHb: 978-0-415-95864-6: $130.00Pb: 978-0-415-95865-3: $37.95eBook: 978-0-203-89045-5


Unequal By DesignHigh-Stakes Testing and the Standardization of Inequality

Wayne Au, California State University, Fullerton, USA

2008: 6 x 9: 216ppHb: 978-0-415-99070-7: $145.00Pb: 978-0-415-99071-4: $35.95eBook: 978-0-203-89204-6


Rightist MulticulturalismCore Lessons on Neoconservative School Reform

Kristen L. Buras, Emory University, USA

2008: 6 x 9: 240ppHb: 978-0-415-96264-3: $145.00Pb: 978-0-415-96265-0: $35.95eBook: 978-0-203-93186-8


Educational Theories, Cultures and LearningA Critical Perspective

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

Series: Critical Perspectives on Education

In Educational Theories, Cultures and Learning internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching. Issues such as how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers – are addressed. The role of language and global influences on our understanding of education are also considered.

Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.

2009: 6-3/4 x 9-3/4: 256ppHb: 978-0-415-49118-1: $160.00


NEW iN 2011

Learning FuturesImagining the Educational World to Come

Keri Facer, Manchester Metropolitan University, UK

Drawing on ten years of research into educational innovation, incorporating scientists, teachers, students, industry professionals and policy makers, this book challenges the often adopted notion of a single, linear educational future. Considering alternative strategies for conceptualising the future of education, Keri Facer takes into account the challenges that future decades may face, including:

•theeffectsofclimatechangeontechnologies

•socio-technicaldevelopmentsrelevanttoeducators

•changingrelationshipsbetweenhumansandmachines

•ageingpopulationsandintergenerationalrelationships

•thetheoreticalandpracticalknowledgeandtoolsneeded.

Approaching the subject from an educational standpoint, incorporating the accounts of educators, students and communities as active agents in shaping their educational futures, this book is positioned around key areas of interest in education, including: adult-child relationships, models of intelligence and workforce polarization. Packed with examples from around the world and utilizing vital research undertaken by the authorwhilerunningTheUK’sFutureLabthebookhelpsto bring into focus the future that is just over the horizon.

An important contribution to the debates surrounding educational futures, this book is compelling reading for all professionals involved in education, as academics, students and policy makers.

March 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-58142-4: $130.00Pb: 978-0-415-58143-1: $37.95


Critical Social Thought Series (continued)

Series Editor: Michael W. Apple, University of Wisconsin, Madison, USA

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Educational StudiES

curriculum StudiES

3rd Edition

The Curriculum Studies ReaderThird Edition

Edited by David J. Flinders, Indiana University, USA and Stephen J. Thornton, University of South Florida, USA

Carefully balanced to engage with the history of curriculum studies while simultaneously looking ahead to its future, The Curriculum Studies Reader continues to be the most authoritative collection in the field.

2009: 7 x 10: 464ppHb: 978-0-415-96321-3: $145.00Pb: 978-0-415-96322-0: $43.95For more information, visit: www.routledge.com/9780415963220

NEW iN 2011

Curriculum, Syllabus Design and EquityA Primer and Model

Edited by Allan Luke, Annette Woods and Katie Weir, all at Queensland University of Technology, Brisbane, Australia

Curriculum scholars and teachers working for social justice and equity have been caught up in acrimonious and polarizing political debates over content, ideology, and disciplinary knowledge. At the forefront in cutting through these debates and addressing the practical questionsofthe”technicalform”ofthesyllabus,thisvolume advances a unified, principled approach to the design of syllabus documents that aims for high quality/high equity educational outcomes. It introduces and unpacks definitions of curriculum, syllabus, the school subject,and”informedprofessionalism”;presentsprinciples of design that are key to equitable teaching and learning; discusses a range of approaches; and offers clear and practical guidelines for writing curriculum documents and designing official syllabi and professional development programs at system and school levels. Examples from the US, Canada, Europe and Asia are included.

The editors and contributors, all leading international scholars, stress throughout the need for syllabus design that enhances local curriculum development capacity andteachers’professionalresponsestospecificcommunity and student contexts.

June 2011: 6 x 9: 232ppHb: 978-0-415-80319-9: $135.00Pb: 978-0-415-80320-5: $44.95eBook: 978-0-203-83345-2


The New Significance of LearningImagination’sHeartwork

Pádraig Hogan, University of Ireland, Maynooth

The New Significance of Learning reviews the restricting consequences of older and newer forms of paternalism, in education, taking a historical perspective and offering a cohesive sustained argument.

2009: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-54967-7: $125.00Pb: 978-0-415-54968-4: $39.95eBook: 978-0-203-86448-7


NEW

Education – An ’Impossible Profession’?Psychoanalytic Explorations of Learning and Classrooms

Tamara Bibby, Institute of Education, University of London, UK


In classrooms and lectures we learn not only about academic topics but also about ourselves, our peers and how people and ideas interact. Education – An ’Impossible Profession’? extends the ways in which we might think about these processes by offering a refreshing reconsideration of key educational experiences including those of:

•beingjudgedandassessed,both formally and informally,

•adaptingtodifferentgroupsfordifferentpurposes,

•strugglingtothinkunderpressure,and

•learningtorecogniseandadapttotheexpectationsofothers.

This book brings psychoanalysis to new audiences, graphically illustrating its importance to understandings of teaching, learning and classrooms. Drawing on the author’soriginalresearch,itconsiderstheclassroomcontext, including policy demands and professional pressures, and the complexity of peer and pedagogic relationships and interactions asking how these might be being experienced and what implications such experiences might have for learners and teachers.

The discussions will be of interest not only to teachers, leading-learners and teacher-educators, but also to individuals interested in education policy, professional practice and theories of education.

September 2010: 6-1/4 x 9-1/4: 170ppHb: 978-0-415-55265-3: $120.00Pb: 978-0-415-55266-0: $36.95eBook: 978-0-203-84445-8


NEW

The Textbook as DiscourseSociocultural Dimensions of American Schoolbooks

Edited by Eugene F. Provenzo, Jr., University of Miami, USA, Annis N. Shaver, Cedarville University, USA and Manuel Bello, Miami-Dade Community College, USA

The central assumption of The Textbook as Discourse is this: Interpreted in the flow of history, textbooks can provide important insights into the nature and meaning of a culture and the social and political discourses in which it is engaged. This book is about the social, political and cultural content of elementary and secondary textbooks in American education. It focuses on the nature of the discourses – the content and context – that represent what is included in textbooks. Theterm”discourse”providestheconceptualframework for the book, drawing on the work of the French social theorist Michel Foucault. The volume includes classic articles and book chapters as well as three original chapters written by the editors. To enhance its usefulness as a course textbook, each chapter includes an Overview, Key Concepts, and Questions for Reflection.



NEW

Sourcebook of Experiential EducationKey Thinkers and Their Contributions

Edited by Thomas E. Smith, Raccoon Institute, USA and Clifford E. Knapp, Northern Illinois University, USA

This sourcebook provides a much-needed overview and foundation for the field of experiential education. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections:

•PhilosophersandEducationalTheorists

•NatureEducatorsandOutdoorEducators

•PsychologistsandSociologists

•SchoolandProgramFounders.

Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of 45 additional people whose contributions to experiential education deserve a closer look.

December 2010: 7 x 10: 336ppHb: 978-0-415-88441-9: $149.00Pb: 978-0-415-88442-6: $58.95eBook: 978-0-203-83898-3For more information, visit: www.routledge.com/9780415884426

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curriculum StudiES

NEW2nd Edition

Cultures of CurriculumEdited by Pamela Bolotin Joseph, University of Washington, Bothell, USA

Using”culturesofcurriculum”asalens,thisclear,compelling text reveals and critically examines the belief systems and classroom practices of curricular orientations in contemporary American society. It is designed to foster awareness, examination, and deliberation about the curricula planned for and carried out in classrooms and schools; to inspire conversations about theory and practice as well as political, social, and moral issues; and to expand critical consciousness about approaches to curriculum and practice. Readers are encouraged to give serious attention to the issues this book raises for them, and to join with their colleagues, students, and communities in considering how to create curricula with purpose and congruent practices and to reculture classrooms and schools. A framework of inquiry is presented to facilitate such reflection and to accomplish these goals.

Changes in the second edition:

•fournewchapters

•”narrowingthecurriculum”(currenttrendsofstandardization and high-stakes testing)

•”educatingthroughoccupations”(Deweyanprogressive and career/technical education)

•”sustainingindigenoustraditions”(NativeAmerican/indigenous education)

•”envisioningpeace”(peace,global,humanrights,environmental education)

•updatesandpertinentscholarshipinallchaptersreflecting recent events and discourses

•curricularculturesallareexamplesofprogressivealternatives to traditional education

•newtwo-partstructure:CurriculumStudiesandCurricular Cultures.

November 2010: 6 x 9: 336ppHb: 978-0-415-99186-5: $140.00Pb: 978-0-415-99187-2: $49.95eBook: 978-0-203-83727-6



What is Curriculum Theory?William F. Pinar, University of British Columbia, Canada

This primer for teachers (prospective and practicing) presents curriculum theory as the interdisciplinary study of educational experience. It asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means toteach,tostudy,tobecome”educated.”Thecentralconceptofcurriculumstudiesasa”complicatedconversation”isexplored.

Within this framework, William F. Pinar offers a compellinginterpretationofcontemporary”schoolreform”policiesandpractices,andanexplicationofcurriculum theoryís power to bring forth understanding, resistance, and change. His argument is this: Public education today is dominated by a conservative agenda based on a business model of education focused on the ”bottomline”(testscores).Whatisdangerouslyatstakeis academic freedom and control of the curriculum – what teachers are permitted to teach, what children are permitted to study.

Comprehensive and ground-breaking, What is Curriculum Theory? is indispensable for scholars and students worldwide.



NEW iN 2011

What Does Understanding Mathematics Mean for Teachers?Relationship as a Metaphor for Knowing

Yuichi Handa, California State University, USA

In a number of European languages, a distinction is made in ways of knowing that in English is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaitre sense is to know a person, a place, or even a thing – namely, an other – in such a way that one is familiar with, or in relationship with this other. In mathematics education the focus tends to be on how learners and teachers know mathematics in the savoir sense. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an imageforwhataperson’sconnaitreknowingofmathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image. It opens up alternative ways of thinking and talkingaboutwaysinwhichapersoncan”know”asubject, leading to a reconsideration of what it may mean to be a teacher of that subject.

March 2011: 6 x 9: 168ppHb: 978-0-415-88597-3: $134.95eBook: 978-0-203-83743-6


NEW iN 2011

Engendering Curriculum HistoryPetra Munro Hendry, Louisiana State University, USA

How can curriculum history be reinvisioned from a feminist, poststructuralist perspective? Engendering Curriculum History disrupts dominant notions of history as linear, as inevitable progress, and as embedded in the individual. This conversation requires a history that seeks rememberance not representation, reflexivity not linearity, and responsibility not truth. Rejecting a compensatory approach to rewriting history, which leaves dominant historical categories and periodization intact, Hendry examines how the narrative structures of curriculum histories are implicated in the construction of gendered subjects. Five central chapters take up a particular discourse (wisdom, the body, colonization, progressivism and pragmatism) to excavate the subject identities made possible across time and space.

April 2011: 6 x 9: 224ppHb: 978-0-415-88566-9: $135.00Pb: 978-0-415-88567-6: $44.95eBook: 978-0-203-83900-3


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

”Through an incredibly eclectic mix of junior and established scholars, this volume represents a uniquely current and diverse presentation of curriculum studies inquiry. The focus on emergent/junior scholars anticipates evolving lines of inquiry in the field, and brings those inquiries into direct dialogue with experts in the field/s. In this sense,

this volume is current, progressive, and in some sense revolutionary.” – Michael P. O’Malley, Texas State University at San Marcos, USA

What comes after the reconceptualization of curriculum studies? What is the contribution of the next wave of curriculum scholars? Comprehensive and on the cutting edge, this Handbook speaks to these questions and extends the conversation on present and future directions in curriculum studies through the work of twenty-four newer scholars who explore, each in their own unique ways, the present moment in curriculum studies.

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


Studies in Curriculum Theory Series

Series Editor: William F. Pinar, University of British Columbia, Canada

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curriculum StudiES

Studies in Curriculum Theory Series (continued)

Handbook of Public PedagogyEducation and Learning Beyond Schooling

Edited by Jennifer A. Sandlin and Jake Burdick, both at Arizona State University, USA and Brian D. Schultz, Northeastern Illinois University, USA

Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy.

Offering a wide range of differing, even diverging, perspectives on how the ”public”mightoperateasapedagogicalagent,thisHandbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.

2009: 7 x 10: 712ppHb: 978-0-415-80126-3: $260.00Pb: 978-0-415-80127-0: $114.95eBook: 978-0-203-86368-8


The Worldliness of a Cosmopolitan EducationPassionate Lives in Public Service

William F. Pinar, University of British Columbia, Canada

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

2009: 6 x 9: 240ppHb: 978-0-415-99550-4: $135.00Pb: 978-0-415-99551-1: $42.95eBook: 978-0-203-87869-9


2010 AERA DiVisiON B OUTsTANDiNg BOOk AWARD

2010 AMERiCAN EDUCATiONAl sTUDiEs AssOCiATiON CRiTiCs’ ChOiCE

2010 AMERiCAN AssOCiATiON fOR TEAChiNg AND CURRiCUlUM DisTiNgUishED BOOk AWARD

Teaching By Numbers Deconstructing the Discourse of Standards and Accountability in Education

Peter M. Taubman, Brooklyn College, New York, USA

Teaching By Numbers offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher

education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.

2009: 6 x 9: 256ppHb: 978-0-415-96273-5: $140.00Pb: 978-0-415-96274-2: $43.95eBook: 978-0-203-87951-1


NEW iN 2011

Beyond Learning by DoingTheoretical Currents in Experiential Education

Jay W. Roberts, Earlham College, USA

Offering a fresh and distinctive take on a progressive pedagogy, this book examines the notion of experience as it is used in the field of experiential education. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of ”learningbydoing”and”directexperience”intheeducational process. For all the usage of such language, the terms themselves have generally become common sense and taken for granted in a way that belies the contradictions and conflict within the idea of experience itself. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book contributes theoretical coherence to the project of pushing the field of experiential education forward.



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Profound ImprovementBuilding Capacity for a Learning Community

Edited by Coral Mitchell, Brock University, Canada and Larry Sackney, University of Saskatchewan, Canada

Series: Contexts of Learning

This revised and updated edition of Profound Improvement not only brings this important work up-to-date but also shows how the authors thinking has changed and developed since the book was originally written. The book discusses the idea of the learning community as a vehicle for professional learning and school development.

As the authors show, the learning community develops in response to building capacity in three domains: personal, interpersonal, and organizational. In the personal domain, educators deconstruct and reconstruct their professional narratives to enhance student learning and professional practice. In the interpersonal domain, educators generate norms and values that foster experimentation and critical analysis of educational practice and that promote collective and individual learning. In the organizational domain, visible and invisible structures are constructed that enable community members to enact educational practices in support of profound improvement in teaching and learning.

The book focuses on the life of educators as it relates to professional learning and growth. It is concerned with human growth and development, human cognition and affect and human interactions and actions in the context of a school community. For the new edition the authors also:

•elaboratemorefullythenotionoflearningcommunities based on living systems and ecological perspectives

•developtheircapacitybuildingmodel.

They show that building a learning community is a dynamic process that engages the individual, the group and the organization in embedded interdependencies and mutual influences. As the authors clearly demonstrate: education is a living system as opposed to a managed system.

April 2011: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-58923-9: $130.00Pb: 978-0-415-58924-6: $45.95



NEW iN 20117th Edition

Research Methods in EducationLouis Cohen, Loughborough University, UK, Lawrence Manion and Keith Morrison, both at Macau University of Science and Technology, Macau

This seventh edition of the long-running bestseller Research Methods in Education continues to cover the whole range of methods employed by educational researchers. It is an essential resource for both the professional researcher and students of education at undergraduate and postgraduate level, who need to understand how to plan, conduct, analyze and use research.

Additional resources are provided online via the companion website. The textbook and website are closely integrated and the new two color design of the book highlights exactly when the reader can find related online resources ranging from international cases for consideration to practical exercises.

March 2011: 7-1/2 x 9-3/4: 730ppHb: 978-0-415-58335-0: $150.00Pb: 978-0-415-58336-7: $56.95


Qualitative Educational ResearchReadings in Reflexive Methodology and Transformative Practice

Edited by Wendy Luttrell, Graduate Center, City University of New York, USA

Qualitative Educational Research is a comprehensive anthology designed to deepen educationstudents’thinkingabout their qualitative research purposes, questions, and decision-making.

2009: 7 x 10: 520ppHb: 978-0-415-95795-3: $150.00Pb: 978-0-415-95796-0: $46.95For more information, visit: www.routledge.com/9780415957960

NEW

Video in Social Science ResearchFunctions and Forms

Kaye Haw, University of Nottingham, UK and Mark Hadfield, University of Wolverhampton, UK

Ideally placed to offer guidance to developing researchers, this new text draws together the theoretical, methodological and practical issues of effectively using video across the social sciences. This book concentrates on how researchers can benefit from the use of video in their own research, whether it is:

•videoasrepresentation

•videoasanaidtoreflection

•videothatgeneratesparticipation

•video,voiceandarticulation,or

•videothatactsasaprovocation.

In turn each of these five central functions is discussed in relation to different stages of the research process, consisting of research design, fieldwork and data collection, analysis of data and findings, and dissemination.

As a practical research tool this book shows how, why and when video should be used, representing an invaluable guide for postgraduate and doctoral students conducting research in the social sciences, as well as any researchers, academics or professionals interested in developing technologically informed research.



Causation in Educational ResearchKeith Morrison, Macau University of Science and Technology, Macau

Containing worked examples from both qualitative and quantitative research, Causation in Educational Research provides a manual for practice, underpinned by a rigorous analysis of key issues from philosophy, sociology and psychology. It will appeal to new and established researchers, readers of educational research, social science students and academics.

2009: 6-3/4 x 9-3/4: 256ppHb: 978-0-415-49648-3: $125.00Pb: 978-0-415-49649-0: $37.95


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NEW iN 2011

Thinking with Theory in Qualitative ResearchUsing Epistemological Frameworks in the Production of Meaning

Alecia Youngblood Jackson, Appalachian State University, USA and Lisa A Mazzei, Gonzaga University, USA

Thinking With Theory in Qualitative Research shows how by using various epistemological frameworks in practices of inquiry, researchers can open up the production of meaning in qualitative data analysis.

In this book the authors use a common data set and then use various epistemological perspectives to interrogate, interpret and produce a variety of meanings through the application of:

•phenomenology

•criticaltheory

•neo-marxism

•materialfeminism

•poststructuralism

•postcolonialism.

By presenting detailed examples of how one can think about research and data differently given these various frames the book demonstrates how researchers can open up meaning from their work. It challenges qualitative researchers to use their data to accomplish a rigorous, analytic reading of the data.

This vital tool to help researchers understand and fully utilize their powers of data interpretation will prove invaluable to both student and experienced researchers across all of the social sciences.<I>

August 2011: 6-3/4 x 9-3/4: 224ppHb: 978-0-415-78099-5: $130.00Pb: 978-0-415-78100-8: $37.95


Qualitative Research in International SettingsA Practical Guide

David Stephens, University of Brighton, UK

Professionals in the fields of education, health and the social services are increasingly required to carry out research, evaluation and reviews. Qualitative Research in International Settings will be an invaluable resource for all postgraduates

2009: 6-1/4 x 9-1/4: 168ppHb: 978-0-415-28057-0: $125.00Pb: 978-0-415-28058-7: $37.95eBook: 978-0-203-46476-2


NEW

Actor-Network Theory in EducationTara Fenwick and Richard Edwards, both at University of Stirling, UK

Actor-network theory (ANT) has enjoyed wide uptake in the social sciences in the past three decades, particularly in science and technology studies, and is increasingly attracting the attention of educational researchers. ANT studies bring to the fore the material – objects of all kinds – and de-centre the human and the social in educational issues.

This book offers an introduction to actor-network theory for educators to consider in three modes. One mode is the introduction of concepts, approaches and debates around actor-network theory as a research approach in education. Another mode is a showcase of educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. A third mode is conversation with recent”after-ANT”inquiries.Theseopenanarrayofimportant new approaches to trace the ontological politics of socio-material phenomena in education, its messy and fluid objects, and its ambivalences and non-coherences. Across these diverse environments and uptakes, the authors trace how learning and practice – as assemblages of activity, actors and spaces – emerge, show what scales are at play, and demonstrate what this means for educational possibilities.

June 2010: 6-1/4 x 9-1/4: 200ppHb: 978-0-415-49296-6: $120.00Pb: 978-0-415-49298-0: $38.95eBook: 978-0-203-84908-8


Researching Sex and Lies in the ClassroomAllegations of Sexual Misconduct in Schools

Pat Sikes, University of Sheffield, UK and Heather Piper, Manchester Metropolitan University, UK

Researching Sex and Lies in the Classroom draws on in-depth qualitative research exploring the experiences, perceptions and consequences for those who have been falsely accused of sexual misconduct with pupils.

2009: 6-1/4 x 9-1/4: 176ppHb: 978-0-415-48117-5: $125.00Pb: 978-0-415-48118-2: $42.95eBook: 978-0-203-86405-0


NEW iN 2011

Language, Ethnography, and EducationBridging New Literacy Studies and Bourdieu

Mike Grenfell, University of Southhampton, UK, David Bloome, Ohio State University, USA, Kate Pahl, University of Shefffield, UK, Jennifer Roswell, Rutgers Graduate School of Education, USA and Brian Street,King’sCollege,London University, UK

Offering an in-depth discussion of Bourdieu, New Literacy Studies and education, this frontline book provides a useful reference point for scholars and students of education, language, and literacy wishing to incorporateBourdieu’sideasintotheirwork.

There is a well established tradition of using ethnographic perspectives to study classroom practice. What this volume contributes is two distinctive approaches to the social study of education in general and literacy in particular: New Literacy Studies and Bourdieusian sociology, both integrated with such ethnographic perspectives.

The guiding principle behind the structure of this book is how it develops and unfolds dialogically. More than just a set of stand-alone chapters around social perspectives onlanguageinteractionsinclassrooms,this”integratedtext”:

•providespracticalexamplesofNewLiteracyStudiesand Bourdieu used in ethnographic classroom contexts

•offersasynthesisconsideringthepracticalexamplesinterms of the range of issues of theory and method presented

•extendsanddevelopsmanyofthequestionsandissues raised in terms of a future practical research agenda.

Beyond the field of education, language in education, classroom ethnography, and literacy, scholars and students across a wide range of disciplines in which Bourdieu attracts attention also will find this volume relevant.

June 2011: 6 x 9: 192ppHb: 978-0-415-87248-5: $135.00Pb: 978-0-415-87249-2: $41.95eBook: 978-0-203-83605-7


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NEW

Ethnography and Language PolicyEdited by Teresa L. McCarty, Arizona State University, USA

Illuminating, through ethnographic inquiry, how individualagents”make”languagepolicyineverydaysocial practice, this volume advances the growing field of language planning and policy using a critical sociocultural approach. From this perspective, language policy is conceptualized not only as official acts and documents, but as language-regulating modes of human interaction, negotiation, and production mediated by relations of power.

Using this conceptual framework, the volume addresses the impacts of globalization, diaspora, and transmigration on language practices and policies; language endangerment, revitalization, and maintenance; medium-of-instruction policies; literacy and biliteracy; language and ethnic/national identity; and the ethical tensions in conducting critical ethnographic language policy research. These issues are contextualized in case studies and reflective commentaries by leading scholars in the field.

Ethnography and Language Policy extends previous work in the field, tapping into leading-edge interdisciplinary scholarship, and charting new directions. Recognizing that language policy is not merely or even primarily about language per se, but rather about power relations that structure social-linguistic hierarchies, the authors seek to expand policy discourses in ways that foster social justice for all.



Researching Violence, Democracy and the Rights of PeopleEdited by John Schostak, Manchester Metropolitan University, UK and Jill Schostak, University of East Anglia, UK

This book explores what is at stake methodologically for researchers seeking to expand opportunities for people to become visible upon the public stages of debate, decision making and action, making audible their experiences of wrongs and injustices.

2009: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-47877-9: $130.00Pb: 978-0-415-47878-6: $47.95eBook: 978-0-203-86360-2


Activity Theory in PracticePromoting Learning Across Boundaries and Agencies

Edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Yrjo Engeström, University of Helsinki, Finland, Tony Gallagher, Queens University, Belfast, UK and Sten R. Ludvigsen, Intermedia, University of Oslo, Norway

This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition – moving toward collaboration in inter-organizational fields and continuous shaping of transformations.

2009: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-47724-6: $130.00Pb: 978-0-415-47725-3: $42.95


Rethinking Contexts for Learning and TeachingCommunities, Activites and Networks

Edited by Richard Edwards and Gert Biesta, both at University of Stirling, UK and Mary Thorpe, The Open University, UK

Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research.

2009: 6-1/4 x 9-1/4: 192ppHb: 978-0-415-46775-9: $150.00Pb: 978-0-415-46776-6: $42.95eBook: 978-0-203-88175-0


routlEdgE rESEarch

Immigration, Diversity, and EducationEdited by Elena L Grigorenko, Yale University, USA and Ruby Takanishi, Foundation for Child Development, USA

This edited volume presents an overview of research and policy issues pertaining to children from birth to 10 who are first- and second-generation immigrants to the U.S., as well as native-born children of immigrants.

2009: 6 x 9: 320ppHb: 978-0-415-45627-2: $140.00eBook: 978-0-203-87286-4


NEW

Intercultural and Multicultural EducationEnhancing Global Interconnectedness

Edited by Carl A. Grant, University of Wisconsin-Madison, USA and Agostino Portera, University of Verona, Italy

Series: Routledge Research in Education

This volume brings together the dynamic discussions and lively debate of intercultural and multicultural education taking place across the world. Contributors take readers to the countries, schools, and nongovernmental agencies where intercultural education and multicultural education, either collectively or singularly, are active (often central) concepts or practices in the daily educational undertaking and discourse of society.

August 2010: 6 x 9: 385ppHb: 978-0-415-87674-2: $95.00eBook: 978-0-203-84858-6


NEW

Education as a Political Tool in AsiaEdited by Marie Lall and Edward Vickers, both at Institute of Education, University of London, UK

This book offers a fresh and comparative approach in questioning what education is being used for and what the effects of the politicization of education are on Asian societies in the era of globalization.

August 2010Pb: 978-0-415-59536-0: $39.95


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Education and CultureJocey Quinn, London Metropolitan University, UK


Jocey Quinn presents a radical new perspective on the interrelationships between education and culture. Rather than viewing education in isolation from major cultural debates, she demonstrates how culture shapes education and education shapes culture. Cultural perspectives and rich empirical data from a wide range of research with learners in university, voluntary, community and work settings are used to provide a bridge between cultural theory and the embodied worlds of learners. Drawing vivid links with other cultural evidence from literature and popular culture, this book convincingly shows how anti-realist theory can produce positive material changes both in education and society.

March 2010: 6 x 9: 192ppHb: 978-0-415-99405-7: $95.00


NEW

Equity and Excellence in EducationEdited by Kris Van den Branden, Katholieke Universiteit Leuven, Belgium, Piet Van Avermaet and Mieke Van Houtte, Ghent University, Belgium


Taking an international perspective, this volume explores numerous issues – gender, socio-economic and linguistic background,teachers’expectations,pedagogicalapproaches, parental support, educational policies (e.g. priority policies, multilingual policies, early start policies) – and their effects on equity in education.

December 2010: 6 x 9: 240ppHb: 978-0-415-88501-0: $105.00


Class in EducationKnowledge, Pedagogy, Subjectivity

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

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

2009: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-45027-0: $150.00eBook: 978-0-203-87093-8


NEW

Race, Remembering, and Jim Crow’s TeachersHilton Kelly, Davidson College, USA

Series: Studies in African American History and Culture

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

January 2010: 6 x 9: 154ppHb: 978-0-415-80478-3: $95.00eBook: 978-0-203-85235-4


NEW iN PAPERBACk

Knowledge, Power and Educational ReformApplying the Sociology of Basil Bernstein

Edited by Rob Moore, Madeleine Arnot and John Beck, all at University of Cambridge, UK and Harry Daniels, University of Bath, UK

This book is made up of a selection of writings from an international team of scholars, highlighting the contribution made to the field of educational policy and educationalpolicyresearchbyBasilBernstein’sworkonthe sociology of pedagogy. These contributors explore, analyse and engage with contemporary political reforms of education, contemporary pedagogic debates and the changing nature of professional knowledge, relationships and structures.

2009: 6-1/4 x 9-1/4: 264ppPb: 978-0-415-55972-0: $42.50eBook: 978-0-203-96504-7


NEW

Knowledge and IdentityConceptsandApplicationsinBernstein’sSociology

Edited by Gabrielle Ivinson, Brian Davies and John Fitz, all at Cardiff University, UK

DrawingonaspectsofBernstein’sworkthathaveattracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatization and new forms of state regulation.

This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses.

November 2010: 6-1/4 x 9-1/4: 208ppHb: 978-0-415-58209-4: $120.00eBook: 978-0-203-83785-6


NEW iN 2011

Basil BernsteinThe Thinker and the Field

Rob Moore, Cambridge University, UK

The book provides a detailed yet clear introduction to the sociology of Basil Bernstein that will be accessible to those not already familiar with it, but also of interest to those who are. It locates his thinking within the history of the field of British sociology in his life-time, explores the classical sources in Durkheim and Marx, and shows how a world-wide network of scholars continues to apply and further develop his ideas.

June 2011: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-57703-8: $125.00


NEW

Knowledge, Pedagogy and SocietyInternational Perspectives on Basil Bernstein’sSociologyofEducation

Edited by Daniel Frandji, Institut National de Recherche Pédagogique, France and Philippe Vitale, Université de Provence, France

Knowledge, Pedagogy and Society seeks to clarify the broad brushstrokes of his theories, developed over the span of more than forty years, by collecting together scholars from every corner of the globe; specialists in education, sociology and epistemology to test and examineBernstein’sworkagainstthebackdropoftheirown research.

September 2010: 6-1/4 x 9-1/4: 272ppHb: 978-0-415-56536-3: $128.00


NEW iN 2011

Gender, Race, and the Politics of Role ModelingThe Influence of Male Teachers

Wayne J. Martino and Goli Rezai-Rashti, both at University of Western Ontario, Canada


Drawing on the perspectives of minority teachers and students, and utilizing feminist, queer and anti-racist frameworks, this book rejects role modeling as a basis forexplainingoraddressingboys’disaffectionwithschooling.

May 2011: 6 x 9: 256ppHb: 978-0-415-87866-1: $95.00


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Education, Epistemology and Critical RealismDavid Scott, University of London, UK

Series edited by Roy Bhaskar, University of London, UK

Series: New Studies in Critical Realism and Education

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

March 2010: 6-1/4 x 9-1/4: 160ppHb: 978-0-415-47349-1: $130.00eBook: 978-0-203-88309-9


NEW

Education, Professionalization and Social RepresentationsOn the Transformation of Social Knowledge

Edited by Mohamed Chaib, Jönköping University, Sweden, Berth Danermark, Örebro University, Sweden and Staffan Selander, Stockholm University, Sweden

Series: Routledge International Studies in the Philosophy of Education

This book scrutinizes how social – common sense – knowledge is shared, transmitted and transformed in different social and psychological contexts, particularly in research related to education, social work and communication.

October 2010: 6 x 9: 256ppHb: 978-0-415-88506-5: $105.00


NEW iN 2011

Boys’ Experience of SchoolingBecoming Someone Else

John Whelen, Monash University, Australia


This book re-evaluates the debate over why so many boys are failing at school, moving it from a focus on gender construction and the panic about achievement to the broader question of what it is to experience being schooled as a boy in the new liberal educational environment.

February 2011: 6 x 9: 240ppHb: 978-0-415-87917-0: $95.00


Women, Education, and Agency, 1600–2000Edited by Jean Spence and Sarah Aiston, both at Durham University, UK and Maureen M. Meikle, University of Sunderland, UK

Series: Routledge Research in Gender and History

Women, Education, and Agency 1600–2000 explores a range of topics on the history of women in eductational settings around the world, from the strategies of individuals seeking a personal education, to organized efforts of women to pursue broader feminist goals in an educational context.

2009: 6 x 9: 296ppHb: 978-0-415-99005-9: $103.00eBook: 978-0-203-88261-0


NEW

Education and Development in Latin AmericaLaurence Gale

First published in 1969, this volume presents a survey of the contemporary national education system in Latin American countries. Laurence Gale describes the uneven provision of schools for different sections of the community and the problems which arise with the racial, cultural and geographical difficulties. He examines the main features in education throughout Latin America, areas of co-operation and agreement and differences of policy and provision.

November 2010: 6-1/4 x 9-1/4: 194ppHb: 978-0-415-59461-5: $95.00


NEW

Education, Autonomy and Critical ThinkingChristopher Winch, Kings College, University of London, UK

Analyzing the concepts of autonomy and critical thinking, this book explores their roles in mortality and politics and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy.

January 2010: 6-1/4 x 9-1/4: 208ppPb: 978-0-415-54392-7: $34.00eBook: 978-0-203-96386-9


Globalization, the Nation-State and the CitizenDilemmas and Directions for Civics and Citizenship Education

Edited by Alan Reid and Judith Gill, both at University of South Australia, Australia and Alan Sears, University of New Brunswick, Canada


The past decade has seen an explosion of interest in civics and citizenship education. There have been unprecedented developments in citizenship education taking place in schools, adult education centers, or in the less formally structured spaces of media images and commentary around the world. This book provides an overview of the development of civics and citizenship education policy across a range of nation states. The contributors, all widely respected scholars in the field of civics and citizenship education, provide a thorough understanding of the different ways in which citizenship has been taken up by educators, governments and the wider public.

February 2010: 6 x 9: 264ppHb: 978-0-415-87223-2: $95.00eBook: 978-0-203-85511-9


NEW iN 2011

Postcolonial Perspectives on Global Citizenship EducationEdited by Vanessa Andreotti, University of Canterbury, New Zealand and Lynn Mario de Souza, University of Sao Paulo, Brazil


Applying postcolonial theory as a framework of analysis, this volume offers critiques of notions of development, progress, humanism, culture, representation, and identity, examining the implications of these critiques for pedagogical theory and educational practice.

June 2011: 6 x 9: 240ppHb: 978-0-415-88496-9: $105.00


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NEW

Realizing the Rights of ChildrenGlobal Progress Towards Ending Physical Punishment

Edited by Anne Smith, University of Otago, New Zealand and Joan Durrant, University of Manitoba, Canada


This book describes the unfolding of a global phenomenon: the legal prohibition of physical punishment of children. Documenting the stories of countries that have either prohibited corporal punishment of children or who are moving in that direction, this volume will serve as a sourcebook for scholars and advocates around the world who are interested in the many dimensions of physical punishment and its elimination.

September 2010: 6 x 9: 240ppHb: 978-0-415-87920-0: $95.00eBook: 978-0-203-83968-3


NEW

Emerging Teachers and GlobalisationGerry Czerniawski, University of East London, UK


This book explores the effects of globalization on teachers through an examination of the values held by beginning teachers in three distinctly different education systems. Gerry Czerniawski analyzes the impacts on teacher identity formation by national pedagogic traditions, national policy contexts and institutional settings.



NEW

Changing Schools in an Era of GlobalizationJohn Chi-Kin Lee, The Chinese University of Hong Kong, Hong Kong and Brian Caldwell, University of Melbourne, Australia

This volume discusses education within the context of globalization and examines what is occurring in schools andsystemsofeducationinthePeople’sRepublicofChina, Hong Kong, Chinese Taipei, Singapore, and Australia.

July 2010: 6 x 9: 224ppHb: 978-0-415-99330-2: $95.00


NEW

Citizenship, Education and Social ConflictIsraeli Political Education in Global Perspective

Edited by Hanan A. Alexander and Halleli Pinson, both at Haifa University, Israel and Yossi Yonah, Ben Gurion University, Israel


This volume provides new perspectives into the challenges of citizenship education in the age of globalization and in the context of multicultural and conflict-ridden societies. It calls on us to rethink the accepted liberal and national discourses that have long dominated the conceptualization and practice of citizenship and citizenship education in light of social conflict, globalization, terrorism, and the spread of an extreme form of capitalism.



NEW

Universities and Global DiversityEdited by Beverly Lindsay, Pennsylvania State University, USA and Wanda Blanchett, UMKC School of Education, USA


This volume seeks to critically examine the nexus between globalization and diversity as it affects the preparation of professional educators on several continents, taking into account the extensive changes in economic, sociopolitical, and cultural dynamics within nations and regions that have occurred in the last decade.

September 2010: 6 x 9: 240ppHb: 978-0-415-88287-3: $95.00eBook: 978-0-203-83969-0


NEW

Education and DevelopmentEdited by Roger M. Garrett

First published in 1984, this collection represents the combined contributions to an international conference helf at the University of Bristol in April 1983. In assessing the complex relationship between education and development, it covers a wide range of countries in its appraisal and presents pictures both of optimism and pessimism. All, however, encourage the reader to re-examine long-held beliefs, and presents a new starting point for fresh discussion of this vital subject.

November 2010: 6-1/4 x 9-1/4: 286ppHb: 978-0-415-59494-3: $115.00


Spatial Theories of EducationPolicy and Geography Matters

Edited by Kalervo N. Gulson, University of British Columbia, Canada and Colin Symes, Macquarie University, Australia

This collection of original work, within the sociology of education,drawsonthe”spatialturn”incontemporarysocial theory.

March 2010: 6 x 9: 298ppPb: 978-0-415-88255-2: $39.95


NEW

Language, Learning, ContextTalking the Talk

Wolff-Michael Roth, University of Victoria, British Columbia, Canada


This innovative book focuses right at the heart of learning, arguing that current theories of speech in classrooms do not, and cannot, capture the essentially passive aspects of talking. Until now, these verbal and physical expressions of communication have been left untheorised, leaving the potential of an entire secondary area of language untapped.

This invaluable book makes recommendations for the praxis of teaching and will appeal to students, researchers, and practising science and mathematics teachers, as well as those with interests in language and literacy.

May 2010: 6-1/4 x 9-1/4: 256ppHb: 978-0-415-55191-5: $125.00


NEW

Collaboration in EducationEdited by Judith J. Slater, Florida International University, USA and Ruth Ravid, National-Louis University, USA


Collaboration in Education establishes a needed framework for school/university collaborations that will be critical for others wishing to reproduce and participate in these partnerships. The contributors explore the elements necessary for sustainable collaboration in order to provide a frame of reference for others doing this work. This volume will help readers to ask the correct questions in thinking through school/university collaboration, such as: Does this collaboration make a true change in the way each parent organization operates in the future? Does it meet the needs of a more complex and changing work environment for universities and schools? Does it impact beyond the participant institutions and inform the field by producing knowledge of use to others? This volume also includes extensive analyses of ongoing school/university projects in the United States, Asia and Europe.

February 2010: 6 x 9: 250ppHb: 978-0-415-80621-3: $95.00eBook: 978-0-203-85470-9


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Liberalism, Neoliberalism, Social DemocracyThin Communitarian Perspectives on Political Philosophy and Education

Mark Olssen, University of Surrey, UK

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

March 2010: 6 x 9: 294ppPb: 978-0-415-88263-7: $39.95


NEW

Critical Issues in Peace and EducationEdited by Peter Pericles Trifonas and Bryan Wright, both at University of Toronto, Canada


This collection asks theorists and educational practitioners from around the world influenced by the schools of feminist pedagogy, critical pedagogy, anti-racist or postcolonial pedagogy, and gay and lesbian pedagogy to reflect upon the possibilities of articulating a”curriculumofdifference”thatcriticallyexaminesthecross-cultural issues of peace and education that are at the forefront of global education issues today.

This volume makes a significant contribution to the question of difference and its quintessential role in peace education for the new millennium.

October 2010: 6 x 9: 160ppHb: 978-0-415-87368-0: $95.00eBook: 978-0-203-84485-4


NEW iN 2011

Education and SustainabilityLearning Across the Diaspora, Indigenous, Minority Divide

Seonaigh MacPherson, British Columbia Institute of Technology, Canada


This book critically explores the impact of migration, education, development, and the spread of English on global bio-linguistic and cultural diversity, examining the overlapping and distinctive sustainability challenges facing Indigenous and minority communities when they are connected by and within diasporas.

January 2011: 6 x 9: 240ppHb: 978-0-415-88215-6: $95.00


NEW iN 2011

Spirituality, Rights and DemocracyEdited by Clive Erricker and Cathy Ota

February 2011: 6-3/4 x 9-3/4: 128ppHb: 978-0-415-55981-2: $125.00


NEW iN 2011

Commitment, Character, and CitizenshipReligious Schooling in Liberal Democracy

Edited by Hanan Alexander and Ayman K. Agbaria, both at Haifa University, Israel


This book draws together leading educationalists, philosophers, theologians, and social scientists to explore issues, problems, and tensions concerning religious education in a variety of international settings. The contributors explore the possibilities and limitations of religious education in preparing citizens in multicultural and multi-religious democratic societies.

February 2011: 6 x 9: 272ppHb: 978-0-415-87974-3: $95.00


maJor workSMajor Themes in Education Series

NEW

Multicultural EducationEdited by James A. Banks, University of Washington, Seattle, USA

VOlUME 1May 2010Hb: 978-0-415-47135-0 For more information, visit: www.routledge.com/9780415471350




4 VOlUME sETMay 2010: 1600ppHb: 978-0-415-46868-8: $1295.00For more information, visit: www.routledge.com/9780415468688

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Martin & Goodman: Women and Education Series

NEW

Martin & Goodman: Women and EducationEdited by Jane Martin, University of London, UK and Joyce Goodman, University of Winchester, UK

If a primary objective of feminism is to expose and challenge the social relations of power embedded in all spheres of life, then an exploration of the issues attached to female education is a vital aspect of such a project.Indeed,‘womenandeducation’isnowanestablished – and flourishing – domain of study. Edited by two leading scholars in the field, Women and Education is a four-volume collection of foundational and cutting-edge contributions further distinguished by the inclusion of autobiographical works to capture the experience of education as a broad societal process, and not simply as formal schooling.

VOlUME 1December 2010: 6-1/4 x 9-1/4Hb: 978-0-415-54940-0For more information, visit: www.routledge.com/9780415549400




4 VOlUME sETDecember 2010: 6-1/4 x 9-1/4: 1630ppHb: 978-0-415-54939-4: $1075.00For more information, visit: www.routledge.com/9780415549394

February 2010: 7 x 10: 432pp

Hb: 978-0-415-96507-1: $199.00

Pb: 978-0-415-96508-8: $69.95

eBook: 978-0-203-86155-4

To read more about this title, view the table of contents or purchase a copy, please visit: www.routledge.com/9780415965088

The Reviewer’s Guide to Quantitative Methods in the Social Sciences is designed for evaluators of research manuscripts and proposals in the social and behavioral sciences, and beyond.

KEY FEATURES INCLUDE:Comprehensive Coverage— Thirty-one chapters cover virtually all of the popular classic and emerging quantitative techniques, thus helping reviewers to evaluate amanuscript’smethodologicalapproachandit’sdataanalysis.

Unique Chapter Format— For ease of use, all chapters follow the same structure.

Expert Chapter Authors—Chapters are written by methodological and applied scholars who are expert in the particular quantitative method being reviewed.

The RevieweR’s Guide To QuanTiTaTive MeThods in The social sciences

Edited by Gregory R. hancock, University of Maryland, College Park, USA and Ralph o. Mueller,

University of Hartford, USA

From

ROUTLEDGEFro

m ROUTLEDG

ENEW

Routledge... think about itwww.routledge.com

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SPEcial iSSuES aS bookS / backliSt titlES

SPEcial iSSuES aS bookSTitle Author Date Format & ISBN Price

Education in Small States Peter Mayo, University of Malta, Malta 2009 Hb: 978-0-415-56039-9 $125.00 Global Imperatives, Regional Initiatives and Local Dilemmas www.routledge.com/9780415560399

Black and Postcolonial Feminisms in New Times Edited by Heidi Safia Mirza, Institute of March Hb: 978-0-415-57168-5 $125.00 Researching Educational Inequalities Education, UK and Cynthia Joseph, 2010 www.routledge.com/9780415571685 Monash University, Australia

Schools and the Urban Renaissance Edited by Ruth Lupton and Janet Smith February Hb: 978-0-415-55993-5 $125.00 www.routledge.com/9780415559935 2011

Women, War, Violence and Learning Edited by Shahrzad Mojab February Hb: 978-0-415-55986-7 $125.00 www.routledge.com/9780415559867 2010

Gender Balance and Gender Bias in Education Edited by Deirdre Raftery, University July Hb: 978-0-415-58256-8 $125.00 International Perspectives College Dublin, Ireland and Maryann 2010 www.routledge.com Valiulis, Trinity College Dublin, Ireland

Sociology of EducationTitle Author Date Format & ISBN Price

Feminismand‘TheSchoolingScandal’ Christine Skelton and Becky Francis 2008 Hb: 978-0-415-45509-1 $150.00 www.routledge.com/9780415455107 Pb: 978-0-415-45510-7 $45.95 eBook: 978-0-203-88433-1

Educating the Gendered Citizen Madeleine Arnot 2008 Hb: 978-0-415-40805-9 $150.00 Sociological Perspectives on National And Global Agendas Pb: 978-0-415-40806-6 $45.95 www.routledge.com/9780415408066 eBook: 978-0-203-88992-3

Education Research on Trial Pamela B. Walters, Annette Lareau 2008 Hb: 978-0-415-98988-6 $145.00 www.routledge.com/9780415989893 and Sheri Ranis Pb: 978-0-415-98989-3 $39.95 eBook: 978-0-203-92868-4

The Dangerous Rise of Therapeutic Education Kathryn Ecclestone and Dennis Hayes 2008 Hb: 978-0-415-39700-1 $150.00 www.routledge.com/9780415397018 Pb: 978-0-415-39701-8 $37.95 eBook: 978-0-203-87056-3

Cyberbullying Shaheen Shariff 2008 Hb: 978-0-415-42490-5 $150.00 Issues and Solutions for the School, the Classroom Pb: 978-0-415-42491-2 $37.95 and the Home eBook: 978-0-203-92883-7 www.routledge.com/9780415424912

global and comParativE EducationTitle Author Date Format & ISBN Price

Cultural Education-Cultural Sustainability Edited by Zvi Bekerman and 2008 Hb: 978-0-8058-5724-5 $145.00 Minority, Diaspora, Indigenous and Ethno-Religious Groups Ezra Kopelowitz Pb: 978-0-415-99590-0 $53.95 in Multicultural Societies eBook: 978-0-203-93836-2 www.routledge.com/9780805857245

SPEcial iSSuES aS bookSRoutledge publishes special issues of key journals as collections in our Special Issues as Books program. This is an initiativethat incorporates journals from multiple disciplines across the humanities and social sciences. For further information on any ofthe below titles, please visit: www.routledge.com.

backliSt titlES

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multicultural Education, divErSity and Social JuSticE EducationTitle Author Date Format & ISBN Price

Race, Gender and Educational Desire Heidi Safia Mirza 2008 Hb: 978-0-415-44875-8 $150.00 Why Black Women Succeed and Fail Pb: 978-0-415-44876-5 $42.95 www.routledge.com/9780415448765 eBook: 978-0-203-88865-0

AffirmingStudents’RighttotheirOwnLanguage EditedbyJerrie L. Scott, 2008 Hb: 978-0-8058-6348-2 $150.00 Bridging Language Policies and Pedagogical Practices Dolores Y. Straker and Laurie Katz Pb: 978-0-8058-6349-9 $46.95 www.routledge.com/9780805863499 eBook: 978-1-4106-1813-9

Critical Pedagogy Reader Antonia Darder, Marta P. Baltodano 2008 Hb: 978-0-415-96121-9 $160.00 Second Edition and Rodolfo D. Torres Pb: 978-0-415-96120-2 $48.95 www.routledge.com/9780415961202

Handbook of Social Justice in Education Edited by William C. Ayers, 2008 Hb: 978-0-8058-5927-0 $250.00 www.routledge.com/9780805859287 Therese Quinn and David Omatoso Pb: 978-0-8058-5928-7 $89.95 Stovall eBook: 978-0-203-88774-5

American Indian Education Matthew L.M. Fletcher 2008 Hb: 978-0-415-95734-2 $135.00 Counternarratives in Racism, Struggle, and the Law Pb: 978-0-415-95735-9 $37.95 www.routledge.com/9780415957359 eBook: 978-0-203-89564-1

Racism and Education David Gillborn 2008 Hb: 978-0-415-41897-3 $160.00 Coincidence or Conspiracy? Pb: 978-0-415-41898-0 $45.95 www.routledge.com/9780415418980 eBook: 978-0-203-92842-4

2nd Edition Etta R. Hollins 2008 Pb: 978-0-8058-4108-4 $32.95 Culture in School Learning eBook: 978-0-203-92943-8 Revealing the Deep Meaning www.routledge.com/9780805841084

History of Multicultural Education, 6 - Volume Set Edited by Carl A. Grant and 2008 Hb: 978-0-415-98889-6 $650.00 www.routledge.com/9780415988896 Thandeka K. Chapman

History of Multicultural Education, Volume I Edited by Carl A. Grant and 2008 Hb: 978-0-8058-5439-8 $135.00 Conceptual Frameworks and Curricular Issues Thandeka K. Chapman www.routledge.com/9780805854398

History of Multicultural Education, Volume II Edited by Carl A. Grant and 2008 Hb: 978-0-8058-5441-1 $135.00 Foundations and Stratifications Thandeka K. Chapman www.routledge.com/9780805854411

History of Multicultural Education, Volume III Edited by Carl A. Grant and 2008 Hb: 978-0-8058-5443-5 $135.00 Instruction and Assessment Thandeka K. Chapman www.routledge.com/9780805854435

History of Multicultural Education, Volume IV Edited by Carl A. Grant and 2008 Hb: 978-0-8058-5445-9 $135.00 Policy and Policy Initiatives Thandeka K. Chapman www.routledge.com/9780805854459

History of Multicultural Education, Volume V Edited by Carl A. Grant and 2008 Hb: 978-0-8058-5447-3 $135.00 Students and Student Leaning Thandeka K. Chapman www.routledge.com/9780805854473

History of Multicultural Education, Volume VI Edited by Carl A. Grant and 2008 Hb: 978-0-8058-5449-7 $135.00 Teachers and Teacher Education Thandeka K. Chapman www.routledge.com/9780805854497

Activist Educators Catherine Marshall and 2008 Hb: 978-0-415-95666-6 $145.00 Breaking Past Limits Amy L. Anderson Pb: 978-0-415-95667-3 $37.95 www.routledge.com/9780415956673 eBook: 978-0-203-89258-9

Telling Stories to Change the World Edited by Rickie Solinger, Madeline Fox 2008 Hb: 978-0-415-96079-3 $145.00 Global Voices on the Power of Narrative to Build Community and Kayhan Irani Pb: 978-0-415-96080-9 $34.95 and Make Social Justice Claims eBook: 978-0-203-92806-6 www.routledge.com/9780415960809

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Educational StudiESTitle Author Date Format & ISBN Price

Creating and Sustaining Arts-Based School Reform George W. Noblit, H. Dickson Corbett, 2008 Hb: 978-0-8058-6150-1 $140.00 The A+ Schools Program Bruce L. Wilson and Pb: 978-0-8058-6149-5 $43.95 www.routledge.com/9780805861495 Monica B. McKinney eBook: 978-0-203-88735-6

Education and Social Change John Rury 2008 Hb: 978-0-415-99564-1 $140.00 Contours in the History of American Schooling Pb: 978-0-415-99544-3 $39.95 www.routledge.com/9780415995443 eBook: 978-0-203-88841-4

American Education Jennings L. Wagoner, Jr. and 2008 Pb: 978-0-415-96529-3 $56.95 A History Wayne J. Urban eBook: 978-0-203-87224-6 www.routledge.com/9780415965293

Critical Perspectives on Harry Potter Edited by Elizabeth E. Heilman 2008 Pb: 978-0-415-96484-5 $37.95 www.routledge.com/9780415964845 eBook: 978-0-203-89281-7

Philosophy of Education: the Key Concepts John Gingell and Christopher Winch 2008 Hb: 978-0-415-42892-7 $110.00 www.routledge.com/9780415428934 Pb: 978-0-415-42893-4 $26.95 eBook: 978-0-203-92758-8

The American Teacher Donald H. Parkerson and 2008 Hb: 978-0-415-96386-2 $145.00 Foundations of Education Jo Ann Parkerson Pb: 978-0-415-96387-9 $46.95 www.routledge.com/9780415963879 eBook: 978-0-203-89512-2

Essays on Pedagogy Robin Alexander 2008 Hb: 978-0-415-45482-7 $160.00 www.routledge.com/9780415454834 Pb: 978-0-415-45483-4 $46.95

Researching History Education Linda Levstik and Keith C. Barton 2008 Hb: 978-0-8058-6270-6 $155.00 Theory, Method, and Context Pb: 978-0-8058-6271-3 $53.95 www.routledge.com/9780805862713 eBook: 978-1-4106-1676-0

Small Schools Michael Klonsky and Susan Klonsky 2008 Hb: 978-0-415-96122-6 $145.00 www.routledge.com/9780415961233 Pb: 978-0-415-96123-3 $28.95 eBook: 978-0-203-93185-1

Visible Learning John Hattie 2008 Hb: 978-0-415-47617-1 $160.00 www.routledge.com/9780415476188 Pb: 978-0-415-47618-8 $47.95 eBook: 978-0-203-88733-2

Vygotsky and Research Harry Daniels 2008 Hb: 978-0-415-39592-2 $160.00 www.routledge.com/9780415395939 Pb: 978-0-415-39593-9 $45.95 eBook: 978-0-203-89179-7

Contemporary Theories of Learning Edited by Knud Illeris 2008 Hb: 978-0-415-47343-9 $150.00 Learning Theorists In Their Own Words Pb: 978-0-415-47344-6 $37.95 www.routledge.com/9780415473446 eBook: 978-0-203-87042-6

curriculum StudiESTitle Author Date Format & ISBN Price

Back to the Basics of Teaching and Learning David W. Jardine, Patricia Clifford and 2008 Pb: 978-0-8058-6320-8 $41.95 Thinking the World Together, 2nd Edition Sharon Friesen eBook: 978-1-4106-1774-3 www.routledge.com/9780805863208

Mathematics and Teaching Michele D. Crockett 2008 Pb: 978-0-8058-4419-1 $45.00 Reflective Teaching and the Social Conditions of Schooling eBook: 978-0-203-93021-2 www.routledge.com/9780805844191

Curriculum and the Teacher 2008 Hb: 978-0-415-45533-6 $180.00 www.routledge.com/9780415455336 eBook: 978-0-203-93085-4

Generalizing from Educational Research Kadriye Ercikan and 2008 Hb: 978-0-415-96381-7 $140.00 Beyond Qualitative and Quantitative Polarization Wolff-Michael Roth Pb: 978-0-415-96382-4 $43.95 www.routledge.com/9780415963824 eBook: 978-0-203-88537-6

Key Concepts for Understanding Curriculum - 4th Edition Colin J. Marsh 2008 Hb: 978-0-415-46577-9 $160.00 www.routledge.com/9780415465786 Pb: 978-0-415-46578-6 $49.95 eBook: 978-0-203-87045-7

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AAbrams, Fran ........................................................................... 11Activity Theory in Practice ........................................................ 29Actor-Network Theory in Education.......................................... 28Adams, Maurianne ............................................inside front coverAdvocacy Leadership ................................................................ 23Against Common Sense ............................................................. 4Agbaria, Ayman K. ................................................................... 33Aiston, Sarah ........................................................................... 31Alexander, Hanan..................................................................... 33Alexander, Hanan A. ................................................................ 32Anderson, Gary L. .................................................................... 23Andreotti, Vanessa ................................................................... 31Andrzejewski, Julie .................................................................... 5Anyon, Jean ....................................................................... 10, 17Apple, Michael W. ................................................................. 6, 9Arnot, Madeleine ................................................... 10, 14, 17, 30Arthur, James ........................................................................... 21Au, Wayne ..................................................................... 6, 22, 23

BBalarin, Maria .......................................................................... 21Ball, Stephen J. .......................................................................... 9Baltodano, Marta ....................................................................... 5Banks, James A. ....................................................................... 33Barrett, Angeline ...................................................................... 15Basil Bernstein .......................................................................... 30Basterra, Maria del Rosario ......................................................... 7Bates, Richard .......................................................................... 13Beck, John ............................................................................... 30Bell, Lee Anne ................................................ inside front cover, 5Bello, Manuel ........................................................................... 24Benham,MaenetteKape’ahiokalaniPadekenAhNee- ............. 19Bensimon, Estela ........................................................................ 9Bergoffen, Debra ..................................................................... 12Beyond Learning by Doing ....................................................... 26Bhaskar, Roy ............................................................................ 31Bibby, Tamara........................................................................... 24Biesta, Gert .............................................................................. 29Black Literate Lives ................................................................... 23Black Youth Matters ................................................................. 10Blanchett, Wanda J. ................................................................. 32Blumenfeld, Warren ...........................................inside front coverBoys’ Experience of Schooling .................................................. 31Brewer, Dominic ......................................................................... 9Bridgeman, Jacquelyn L. ............................................................. 2Britzman, Deborah ................................................................... 17Buras, Kristen L. ....................................................................... 23Burch, Patricia .......................................................................... 23Burdick, Jake ............................................................................ 26Bushnell Greiner, Mary ............................................................. 16

CCahn, Steven M. ...................................................................... 16Caldwell, Brian J. ..................................................................... 32Cammarota, Julio ..................................................................... 10Castaneda, Carmelita .........................................inside front coverCausation in Educational Research ........................................... 27Chaib, Mohamed ..................................................................... 31Changing Schools .................................................................... 21Changing Schools in an Era of Globalization ............................ 32Chapman, Thandeka K. ............................................................. 7Chicano School Failure and Success ............................................ 8Christenson, Sandra L. ............................................................. 13Citizenship, Education and Social Conflict ................................ 32Class in Education .................................................................... 30Classroom Communication and Diversity .................................... 4Cohen, Louis ............................................................................ 27Colclough, Christopher ............................................................ 15Cole, Mike ............................................................................... 11Collaboration in Education ....................................................... 32Commitment, Character, and Citizenship.................................. 33Confronting Global Gender Justice ........................................... 12Contexts of Learning (series) .................................................... 27Controversy in the Classroom ................................................... 22Core Concepts in Higher Education (series) ............................... 18Critical Curriculum Studies ....................................................... 22Critical Educator (series) ................................................... 3, 4, 10Critical Issues in Peace and Education ....................................... 33Critical Multiculturalism .............................................................. 3Critical Pedagogies of Consumption ......................................... 20Critical Pedagogy and Cultural Studies in Urban Education ......... 6Critical Perspectives on bell hooks ............................................ 23Critical Perspectives on Education (series) ........................... 21, 23Critical Race Theory Matters ....................................................... 2Critical Social Thought (series) ............................................ 22, 23Critical Youth Studies (series) .................................................... 10Cultural Validity in Assessment ................................................... 7Cultures of Curriculum ............................................................. 25Curriculum Studies Handbook – The Next Moment .................. 25Curriculum Studies Reader, The ................................................ 24Curriculum, Syllabus Design and Equity .................................... 24Czerniawski, Gerry ................................................................... 32

QualitativE rESEarch mEthodSTitle Author Date Format & ISBN Price

Globalizing the Research Imagination Jane Kenway and Johannah Fahey 2008 Hb:978-0-415-41221-6 $145.00 www.routledge.com/9780415412223 Pb: 978-0-415-41222-3 $37.95 eBook: 978-0-203-87055-6

The Methodological Dilemma Edited by Kathleen Gallagher 2008 Hb: 978-0-415-46061-3 $150.00 Creative, Critical and Collaborative Approaches to Pb: 978-0-415-46062-0 $45.95 Qualitative Research eBook: 978-0-203-92717-5 www.routledge.com/ 9780415460620

Researching with Children Pia Christensen and Allison James 2008 Hb: 978-0-415-41683-2 $150.00 Perspectives and Practices Pb: 978-0-415-41684-9 $45.95 www.routledge.com/9780415416849 eBook: 978-0-203-96457-6

Using Social Theory in Educational Research Mark Dressman 2008 Hb: 978-0-415-43640-3 $150.00 A Practical Guide Pb: 978-0-415-43641-0 $42.95 www.routledge.com/9780415436410 eBook: 978-0-203-87051-8

Arts-Based Research in Education Edited by Melisa Cahnmann-Taylor 2008 Hb: 978-0-8058-6379-6 $135.00 Foundations for Practice and Richard Siegesmund Pb: 978-0-8058-6380-2 $45.95 www.routledge.com/9780805863802 eBook: 978-1-4106-1839-9

Qualitative Research Edited by Sandra G. Kouritzin, 2008 Hb: 978-0-8058-4837-3 $140.00 Challenging the Orthodoxies in Standard Nathalie A.C. Piquemal and Pb: 978-0-8058-4838-0 $46.95 Academic Discourse(s) Renee Norman eBook: 978-0-203-88682-3 www.routledge.com/9780805848380

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DDahler-Larsen, Peter ................................................................. 14Danermark, Berth .................................................................... 31Daniels, Harry ........................................................ 21, 23, 29, 30Dantas, Maria Luiza ................................................................... 7David, Gamage ........................................................................ 11Davidson, Maria del Guadalupe ............................................... 23Davies, Brian ............................................................................ 30Davis, Lennard J. ...................................................................... 13de Souza, Lynn Mario............................................................... 31Desai, Dipti ................................................................................ 5Designing Better Schools for Culturally and Linguistically

Diverse Children .................................................................... 3Developing Cultural Capability in International Higher

Education ............................................................................. 8Dillabough, Jo-Anne ................................................................ 10Disability Studies Reader, The ................................................... 13Disciplines of Education ........................................................... 12Dismantling Contemporary Deficit Thinking ............................... 4Diversity in American Higher Education ...................................... 8Doing Multicultural Education for Achievement and Equity ........ 2

EEccles, Jacquelynne S. .............................................................. 11EcoJustice Education ................................................................ 19Ecopedagogy ............................................................................. 6Edmundson, Jeff ...................................................................... 19Educating for the Knowledge Economy? .................................. 21Education - An ‘Impossible Profession’? ................................... 24Education and Culture ............................................................. 30Education and Development .................................................... 32Education and Development in Latin America .......................... 31Education and Hope in Troubled Times..................................... 20Education and Sustainability ..................................................... 33Education and the Culture of Consumption .............................. 12Education as a Political Tool in Asia .......................................... 29Education as Enforcement ........................................................ 11Education Outcomes and Poverty in the Global South .............. 15Education Quality and Social Justice in the Global South .......... 15Education Reconfigured ........................................................... 18Education, Autonomy and Critical Thinking .............................. 31Education, Epistemology and Critical Realism ........................... 31Education, Equality and Human Rights ..................................... 11Education, Politics and Religion ................................................ 21Education, Poverty and International Development (series) ....... 15Education, Professionalization and Social Representations ........ 31Educational Theories, Cultures and Learning ............................ 23Edwards, Anne ........................................................................ 29Edwards, Richard ............................................................... 28, 29Emerging Teachers and Globalisation ....................................... 32Engendering Curriculum History ............................................... 25Engeström, Yrjo ....................................................................... 29Equity and Excellence in Education ........................................... 30Erricker, Clive ........................................................................... 33Ethnography and Language Policy ............................................ 29

fFabricating Quality in Education ............................................... 14Facer, Keri ................................................................................ 23Fennell, Shailaja ....................................................................... 14Fenwick, Tara ........................................................................... 28Fergus, Edward .......................................................................... 7Fielding, Michael ...................................................................... 20Fine, Michelle ........................................................................... 10Fisher, Maisha T. ....................................................................... 23Fitz, John ................................................................................. 30Flinders, David J. ...................................................................... 24Foundations and Futures of Education (series) .. 13, 18, 20, 24, 32Foundations of Critical Race Theory in Education........................ 3Foundations of Education ........................................................ 16Frandji, Daniel .......................................................................... 30Fraser, James W. ....................................................................... 18Freud and Education ................................................................ 17Fruja, Ramona ............................................................................ 6Furlong, John ........................................................................... 12

gGabbard, David A. ................................................................... 11Gale, Laurence ......................................................................... 31Gallagher, Karen ........................................................................ 9Gallagher, Tony ........................................................................ 29Gallegos, Bernardo P. ............................................................... 16Gandin, Luis Armando ........................................................... 6, 9Gardner, Philip ......................................................................... 18Garrett, Roger M. .................................................................... 32Gasman, Marybeth .................................................................. 18Gearon, Liam ........................................................................... 21Gender and Education ............................................................. 17Gender Education and Equality in a Global Context .................. 14Gender, Race, and the Politics of Role Modeling ....................... 30Gilbert, Paula Ruth ................................................................... 12Gill, Judith ............................................................................... 31Gillborn, David ........................................................................... 3Global Crises, Social Justice, and Education .............................. 14Globalization and Education .................................................... 17Globalization of Education ....................................................... 20Globalization, the Nation-State and the Citizen ........................ 31Globalizing Education Policy ..................................................... 14Globalizing Education, Educating the Local .............................. 14Goodman, Diane J. .................................................................... 5Goodman, Joyce ...................................................................... 34Goodyear, Rodney...................................................................... 9Grant, Carl A. ...................................................................... 2, 29Grenfell, Mike .......................................................................... 28Griffin, Pat .........................................................inside front coverGrigorenko, Elena L ................................................................. 29Groves Price, Paula ................................................................... 16Guldberg, Helene ..................................................................... 12Gulson, Kalervo N. ................................................................... 32

hHackman, Heather W. ........................................inside front coverHadfield, Mark ......................................................................... 27Halpern, Robert ....................................................................... 10Hamlin, Jessica ........................................................................... 5Hancock, Gregory R. ................................................................ 34Handa, Yuichi .......................................................................... 25Handbook of Asian Education .................................................. 11Handbook of Latinos and Education ........................................... 8Handbook of Practice and Research in Study Abroad, The ........ 15Handbook of Public Pedagogy ................................................. 26Handbook of Research in the Social Foundations of

Education ........................................................................... 16Handbook of Research on Schools, Schooling and Human

Development ...................................................................... 11Handbook of School-Family Partnerships .................................. 13Harper, Shaun R. ...................................................................... 18Hartley, David........................................................................... 12Harvey, Tamara......................................................................... 12Haw, Kaye ............................................................................... 27He, Ming Fang ......................................................................... 11Heilman, Elizabeth E. ........................................................... 6, 19Hema, Ramanathan ................................................................. 11Hemmings, Annette B. ............................................................. 20Hendry, Petra ........................................................................... 25Henry, Annette......................................................................... 16Hermeneutics, History and Memory ......................................... 18Hess, Diana E. .......................................................................... 22Hidden Markets ....................................................................... 23Hill, Dave ................................................................................. 30History as Art, Art as History ...................................................... 5History of U.S. Higher Education, The....................................... 18Hobbel, Nikola ........................................................................... 7Hogan, Pádraig ........................................................................ 24Home-School Connections in a Multicultural Society .................. 7hooks, bell ............................................................................... 21Hurtado, Aída ............................................................................ 7

iImmigration, Diversity, and Education....................................... 29Indigenous Educational Models for Contemporary Practice....... 19Intercultural and Multicultural Education .................................. 29Internationalisation and the Student Voice ............................... 15Introduction to American Higher Education .............................. 18Ivinson, Gabrielle ..................................................................... 30

jJackson, Jerlando F.L. ............................................................... 18Jarvis, Peter .............................................................................. 16Jeynes, William .......................................................................... 2Jones, Elspeth .......................................................................... 15Jones, Phillip W. ....................................................................... 14Joseph, Pamela Bolotin ............................................................ 25

kKahn, Richard ............................................................................ 6Kant’s Questions (series) ........................................................... 17Katie Weir ................................................................................ 24Kehler, Michael D. .................................................................... 12Kelly, Hilton.............................................................................. 30Kelsh, Deborah ........................................................................ 30Kennelly, Jacqueline ................................................................. 10Knapp, Clifford E. .................................................................... 24Knowledge and Identity ........................................................... 30Knowledge, Pedagogy and Society ........................................... 30Knowledge, Power and Educational Reform ............................. 30Knowledge, Values and Educational Policy ............................... 21Kumashiro, Kevin ....................................................................... 4

lL. McCarty, Teresa .................................................................... 29Ladson-Billings, Gloria ............................................................ 3, 4Lall, Marie ................................................................................ 29Language and Minority Rights .................................................... 7Language, Culture, and Teaching ............................................... 7Language, Culture, and Teaching Series (series) .......................... 7Language, Ethnography, and Education ................................... 28Language, Learning, Context ................................................... 32Lauder, Hugh ..................................................................... 21, 23Lawn, Martin ........................................................................... 12Learning Futures ...................................................................... 23Learning to Fail ........................................................................ 11Lee, John C. K. ......................................................................... 32Lei, Jing ................................................................................... 11Leonardo, Zeus ........................................................................ 22Lesko, Nancy .............................................................................. 9Lewin, Ross .............................................................................. 15Li, Guofang .............................................................................. 11Liberalism, Neoliberalism, Social Democracy ............................. 33Lindsay, Beverly ........................................................................ 32Lingard, Bob ...................................................................... 14, 21Linguistic Imperialism Continued .............................................. 14Lipman, Pauline ....................................................................... 22Lopez, Gerardo R. .................................................................... 10Lost Youth in the Global City .................................................... 10Lowe, John .............................................................................. 21Ludvigsen, Sten R. .................................................................... 29Luke, Allan ............................................................................... 24Lupinacci, John ........................................................................ 19Luttrell, Wendy ........................................................................ 27

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MMachado-Casas, Margarita ........................................................ 8MacPherson, Seonaigh ............................................................. 33Macrine, Sheila ........................................................................ 30Major Themes in Education (series) .................................... 33, 34Malewski, Erik .......................................................................... 25Manion, Lawrence ................................................................... 27Manyak, Patrick C. ..................................................................... 7Martin & Goodman: Women and Education, Vol. I ................... 34Martin & Goodman: Women and Education, Vol. II .................. 34Martin & Goodman: Women and Education, Vol. III ................. 34Martin & Goodman: Women and Education, Vol. IV ................. 34Martin, Jane ............................................................................. 34Martin, Jane Roland ................................................................. 18Martínez, Corinne ...................................................................... 8Martino, Wayne J. .............................................................. 12, 30Martusewicz, Rebecca A. ......................................................... 19Marx and Education ................................................................. 17Mattson, Rachel ......................................................................... 5May, Stephen ......................................................................... 3, 7Mazzei, Lisa A .......................................................................... 28McCulloch, Gary ...................................................................... 18McLaren, Peter ......................................................................... 20McNaughton, Stuart .................................................................. 3McNeely, Connie L. .................................................................. 12Means to Grow Up, The ........................................................... 10Meece, Judith L. ....................................................................... 11Meikle, Maureen M. ................................................................ 31Minority Status, Oppositional Culture, & Schooling .................. 19Missias, Matthew ....................................................................... 6Mitchell, Coral ......................................................................... 27Moon, Bob .............................................................................. 15Moore, Rob ............................................................................. 30Morrell, Ernest ........................................................................... 6Morrison, Keith ........................................................................ 27Moss, Peter .............................................................................. 20Mueller, Ralph O. ..................................................................... 34Multicultural Education, Vol. 1 ................................................. 33Multicultural Education, Vol. 2 ................................................. 33Multicultural Education, Vol. 3 ................................................. 33Multicultural Education, Vol. 4 ................................................. 33Muñoz, Juan Sánchez ................................................................ 8Murillo Jr., Enrique G.................................................................. 8

NNagwa, Megahed .................................................................... 11New Museum ............................................................................ 2New Political Economy of Urban Education, The ....................... 22New Significance of Learning, The ........................................... 24New Studies in Critical Realism and Education (series) .............. 31Nieto, Sonia ............................................................................... 7Noguera, Pedro .......................................................................... 7

OOgbu, John U. ......................................................................... 19Okano, Kaori ........................................................................... 11Olssen, Mark ............................................................................ 33Ota, Cathy ............................................................................... 33Oyler, Celia ................................................................................ 5Ozga, Jenny ............................................................................. 14

PPabon Lopez, Maria ................................................................. 10Parental Involvement and Academic Success .............................. 2Patel, Tina ................................................................................ 10Persistent Inequality ................................................................. 10Peters, Madeline L. .............................................inside front coverPhillipson, Robert ..................................................................... 14Philosophy of Education ........................................................... 16Philosophy of Learning, A ........................................................ 16Pinar, William F. .............................................................. 4, 25, 26Pinson, Halleli .......................................................................... 32Piper, Heather .......................................................................... 28Place- and Community-Based Education in Schools .................. 19Political Agendas for Education ................................................ 19Politics of American Education, The .......................................... 19Porter, Jill ........................................................................... 21, 23Portera, Agostino ..................................................................... 29Positions: Education, Politics, and Culture (series) ....................... 6Postcolonial Perspectives on Global Citizenship Education ........ 31Powell, Dana .............................................................................. 4Powell, Robert G. ....................................................................... 4Problem with Boys’ Education, The .......................................... 12Profound Improvement ............................................................ 27Promoting Diversity and Social Justice ........................................ 5Provenzo, Jr., Eugene F. ............................................................ 24

qQualitative Educational Research .............................................. 27Qualitative Research in International Settings ........................... 28Quinn, Jocey ............................................................................ 30

RRace, Remembering, and Jim Crow’s Teachers .......................... 30Race, Whiteness, and Education ............................................... 22Radical Education and the Common School ............................. 20Ravid, Ruth .............................................................................. 32Readings for Diversity and Social Justice .............inside front coverReay, Diane .............................................................................. 10Reclaiming Childhood .............................................................. 12Reclaiming Education for Democracy ....................................... 19Reid, Alan ................................................................................ 31Reschly, Amy L. ........................................................................ 13Research Methods in Education ............................................... 27Researching Sex and Lies in the Classroom ............................... 28Researching Violence, Democracy and the Rights of People ...... 29Rethinking Contemporary Art and Multicultural Education ......... 2Rethinking Contexts for Learning and Teaching ........................ 29Reviewer’s Guide to Quantitative Methods in the

Social Sciences, The ............................................................ 34Revolutionizing Education ........................................................ 10Rezai-Rashti, Goli ..................................................................... 30Rightist Multiculturalism ........................................................... 23Rios, Francisco ........................................................................... 2Rizvi, Fazal ......................................................................... 14, 17Roberts, Jay W ......................................................................... 26Roth, Wolff-Michael ................................................................. 32Routledge Communication Series (series) ................................... 4Routledge International Companion to Multicultural Education,

The ....................................................................................... 3Routledge International Handbook of Critical Education, The ..... 6Routledge International Handbook of the Sociology of

Education, The ...................................................................... 9Routledge International Handbooks of Education (series) ... 3, 6, 9Routledge International Studies in the Philosophy of Education

(series) ................................................................................ 31Routledge Key Ideas in Education (series) ................................. 17Routledge Research in Education (series) .......... 29, 30, 31, 32, 33Routledge Research in Gender and History (series) ................... 31Russell, Christopher ................................................................... 2

sSackney, Larry .......................................................................... 27Sadovnik, Alan R. ....................................................................... 9Saltman, Kenneth J. ................................................................. 11Sandlin, Jennifer A. ............................................................ 20, 26School in the United States, The ............................................... 18School Trouble ......................................................................... 13Schooling Internationally .......................................................... 13Schostak, Jill ............................................................................ 29Schostak, John ......................................................................... 29Schultz, Brian D. ...................................................................... 26Scott, David ............................................................................. 31Sears, Alan ......................................................................... 21, 31Segerholm, Christina ................................................................ 14Selander, Staffan ...................................................................... 31Semel, Susan F. ........................................................................ 16Shaker, Paul ............................................................................. 19Shapiro, H. Svi ......................................................................... 20Shaver, Annis N. ....................................................................... 24Sikes, Pat ................................................................................. 28Simola, Hannu ......................................................................... 14Slater, Judith J. ......................................................................... 32Sleeter, Christine E. ................................................................ 2, 3Smith, Gregory A. .................................................................... 19Smith, Thomas E. ..................................................................... 24Sobel, David ............................................................................. 19Social Inequalities (Re)formed ................................................... 10Social Justice Pedagogy Across the Curriculum ........................... 7Social Justice, Peace, and Environmental Education .................... 5Social Studies and Diversity Education ........................................ 6Social Theory, Education, and Cultural Change (series) ............... 6Sociocultural, Political, and Historical Studies in Education

(series) .......................................................................... 19, 20Sociology of Education ............................................................... 9Solano-Flores, Guillermo ............................................................ 7Sourcebook of Experiential Education ...................................... 24Spatial Theories of Education ................................................... 32Speak Out .................................................................................. 5Spence, Jean ............................................................................ 31Spirituality, Rights and Democracy ............................................ 33Spring, Joel ........................................................................ 19, 20Standen, P. J............................................................................. 10Stephens, David ....................................................................... 28Storytelling for Social Justice ...................................................... 5Stronach, Ian ........................................................................... 14Struggle for the History of Education, The ................................ 18Studies in African American History and Culture (series) ........... 30Studies in Curriculum Theory Series (series) ........................ 25, 26Stulberg, Lisa ............................................................................. 8Symcox, Linda ............................................................................ 5Symes, Colin ............................................................................ 32

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TTakanishi, Ruby ........................................................................ 29Talburt, Susan ............................................................................ 9Taubman, Peter M. ................................................................... 26Taylor, Edward ............................................................................ 3Teacher Education and the Challenge of Development ............. 15Teacher Education and the Struggle for Social Justice ................. 6Teaching By Numbers ............................................................... 26Teaching Critical Thinking......................................................... 21Teaching for Diversity and Social Justice .............inside front coverTeaching/Learning Social Justice (series) ...................................... 5Textbook as Discourse, The ...................................................... 24Theory and Educational Research ............................................. 10Thinking with Theory in Qualitative Research ........................... 28Thomson, Pat ........................................................................... 21Thornton, Stephen J................................................................. 24Thorpe, Mary ........................................................................... 29Tikly, Leon ................................................................................ 15Tozer, Steven ............................................................................ 16Trahar, Sheila ............................................................................. 8Trifonas, Peter Pericles .............................................................. 33Trinidad-Galvan, Ruth................................................................. 8Trumbull, Elise ............................................................................ 7

UUnderstanding the Disenfranchisement of Latino Males ............. 7Unequal By Design ................................................................... 23Universities and Global Diversity ............................................... 32Urban Education ........................................................................ 9Urban High Schools ................................................................. 20

VValencia, Richard R. ................................................................ 4, 8Van Avermaet, Piet .................................................................. 30Van den Branden, Kris .............................................................. 30Van Houtte, Mieke ................................................................... 30Vickers, Edward ....................................................................... 29Video in Social Science Research .............................................. 27Villenas, Sofia ............................................................................ 8Vitale, Philippe ......................................................................... 30

WWeaver-Hightower, Marcus B. .................................................. 12Weinberg, Sharon ...................................................................... 8What Does Understanding Mathematics Mean for Teachers? ... 25What is Curriculum Theory? ..................................................... 25Whelen, John ........................................................................... 31Winch, Christopher .................................................................. 31Women, Education, and Agency, 1600–2000 ........................... 31Woods Annette ....................................................................... 24World Bank Financing of Education .......................................... 14Worldliness of a Cosmopolitan Education, The ......................... 26Wright, Bryan .......................................................................... 33Wright, Cecile .......................................................................... 10Wrigley, Terry ........................................................................... 21

yYancy, George .......................................................................... 23Yonah, Yossi ............................................................................ 32Youdell, Deborah ..................................................................... 13Young, Michael ........................................................................ 21Youngblood Jackson, Alecia ..................................................... 28Youth Studies ............................................................................ 9

zZamudio, Margaret .................................................................... 2Zeichner, Kenneth M. ................................................................. 6Zhao, Yong .............................................................................. 11Zuniga, Ximena ..................................................inside front cover

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