Bøger i Routledge Research in Education serien

Globalization and migration have led to a new era of populism and racism in Western countries, rekindling traditional forms of discrimination through innovative means. This book investigates how discriminatory stereotypes are built online, and how media education can help to deconstruct hate speech and promote young people's full participation in media-saturated societies.

Education issues feature almost daily in print media, online, on the radio and on television, much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary, longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the ΓÇÿeducation revolutionΓÇÖ in Australia.Drawing on 500 interviews conducted over a four period with the Principal, parents, teachers and students at a regional low SES school, this book challenges the profile of one school as represented on the ΓÇÿMy SchoolΓÇÖ website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context, before exploring topics including leadership and management, student behaviour, constructs of the ΓÇÿgood teacherΓÇÖ, the involvement of parents in school and the ΓÇÿdigital revolutionΓÇÖ. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study.This is the first book to provide a longitudinal ethnographic study of a school in Australia, which examines the impact of the ΓÇÿeducation revolutionΓÇÖ on the Principal, parents, teachers and students. It comprehensively challenges the official ΓÇÿMy SchoolΓÇÖ representation of a low SES school and will appeal to researchers in education, as well as those involved in postgraduate teacher education and sociology courses, both from Australia and internationally.

This book focuses on two key issues first, the centrality of education (knowledge creation and pedagogy) to all projects of radical democracy; and second, the educative character of radical democracy as a mode of political and ethical life. In this text Amsler explores why radical democracy is so difficult yet so possible, and why understanding it as a critical educational process greatly increases our chances to make it work.

This book provides an analytical exploration of the condition of teachers working in expanding school systems across the world, with a particular focus on the lives of women teachers in rural Sub-Saharan Africa. Drawing from award-winning research, it looks beyond the official portrayals of teachers' lives in order to better understand the reality of the contexts in which teachers live and work.

Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile.

Much educational debate today is dominated by a "what works" vocabulary, intimately associated with evidence-based practice (EBP). The vocabulary consists of concepts and ideas such as accountability, competency, effectiveness, employability, learning outcomes, predictability, qualifications, and testing. As schooling and education are considered successful when predetermined outcomes have been achieved, education is often believed to require assessment, measurement and documentation. In this book, Tone Kvernbekk leaves the political, ethical and professional dimensions on the sidelines and focuses instead on further unpacking the core of EBP.

This book offers a reconsideration of the ways in which imagination engages and empowers learners across the education spectrum, from primary to adult levels and in all subject areas. It explores what imagination is and how applying imagination to teaching and learning can increase the engagement of disaffected students and reinvigorate their relationships with curriculum content.

Bringing together theory and research, this volume describes the various ways in which learning science in informal settings has been conceptualized as well as empirical evidence to illustrate the role of informal science environments in supporting learning.

Grounded in philosophy from John Dewey and Maxine Greene, this book sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education.

Learning Beyond the School brings together accounts of learning from around the world in organisations, spaces and places that are schooled, but not school.

Illustrated by an empirical study of English as a Foreign Language reading in Argentina, this book argues for a different approach to the theoretical rationales and methodological designs typically used to investigate cultural understanding in reading, in particular foreign language reading. It presents an alternative approach which is more authentic in its methods, more educational in its purposes, and more supportive of international understanding as an aim of language teaching in general and English language teaching in particular.

By clarifying methodological issues related to SNA data collection and articulating relevant theoretical approaches to the topic, this book leverages current knowledge about social network theory and SNA techniques for understanding instructional improvement in higher education.

This book challenges the existing notion that transnationalism is fundamentally concerned with an action; the spatial movement of people. Instead, it argues that transnationalism incorporates a mindset that has evolved over the centuries, and was psychologically manifested, if dormant, in colonised populations. Each chapter of the book focuses upon educational transnationalism as a means of empowerment for groups throughout the British Empire, and how it became, and remains, the tool for liberation by marginalised groups within formerly colonised societies.

In Performative Approaches in Arts Education, researchers, artists and practitioners from philosophy and the arts elaborate on what performative approaches can contribute to 21st century arts education.

With contributions from experts in the multidisciplinary field of physical education, this book provides societal, theoretical, school and practice perspectives on learning and teaching. Covering each of the four perspectives and drawing on examples from across the Anglophone world to support their findings, chapters use evidence-based research to critically analyse and discuss vital learning and teaching issues and points of contestation associated with present-day physical education. By incorporating and merging ideas from practice and theory, the proposed book engages with a broad range of issues and concerns which are pertinent at various levels to the future of physical education.