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This book examines the way in which professors must confront the social implications of racial neoliberalism. Drawing on autoethnographic research from the authors'combined 100 years of teaching experience, it recognizes the need for faculty to negotiate their own experiences with race, as well as those of their students. It focuses on the experiential nature of teaching, supplementing the fields'focus on pedagogy, and recognizes that professors must, in fact, highlight, rather than downplay, the realities of racial inequalities of the past and present. It explores the ability of instructors to make students who are not of color feel that they are not racists, as well as their ability to make students of color feel that they can present their experiences of racism as legitimate. A unique sociological analysis of the racial studies classroom, this book will be of value to researchers, scholars and faculty with interests in race and ethnicity in education; diversity studies; equity; pedagogy; and the sociology of education, teaching, and learning.

What if you could challenge your first graders to imagine saving an endangered species, learning about different global habitats along the way? With this volume in the STEM Road Map Curriculum Series, you can! Habitats Local and Far Away outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, four-lesson module uses project- and problem-based learning to help students develop an action plan to encourage preservation of an endangered species. Students will work in teams to describe the habitat characteristics of a species outside their home region, explain why the species is endangered, and offer solutions about how humans might be able to support this species'survival. In developing their plan, they will act as explorers of species locally and around the world, learning about climate, plant and animal inhabitants, and key factors affecting habitat vitality or decline.To support this goal, students will do the following: Explain that there are various types of habitats that vary with geographical location around the world Identify several habitats in the U.S. and globally Explain how various habitats meet animals'basic needs Identify climatic characteristics of several habitats Identify humans as species that live within and in interaction with various habitats Identify technological advances and tools that scientists use to learn about habitats and endangered species Design and construct models to demonstrate understanding of features of various habitats (local and global) and endangered species Apply their knowledge of habitat characteristics, interdependence in ecosystems, and endangered species to develop an action plan to help preserve their selected endangered species The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Habitats Local and Far Away can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your kindergarten students to compare their local habitats with other habitats in the United States? With this volume in the STEM Road Map Curriculum Series, you can! Habitats in the United States outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, three-lesson module uses project- and problem-based learning to help students look at their own neighborhood, city, state, and beyond to learn about the geography and habitats of various regions of the United States. Students will gather information on habitats and their similarities and differences based on weather, climate, and the animals, plants, and people residing there, to develop a reference manual for local zoo officials reorganizing their animal displays.To support this goal, students will do the following: Explain that there are different types of habitats in different parts of the U.S. Explain how various habitats sustain animals and plants Identify climatic characteristics of several habitats Apply their knowledge of habitats to develop a reference guide about habitats in the U.S. Utilize technology to gather research information and communicate Identify technological advances and tools that scientists use to learn about sustainable systems Design and construct models of habitats Understand local weather patterns and make connections among weather patterns and plant and animal life where they live The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Habitats in the United States can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your fourth graders to create a minimally invasive, highly efficient dam? With this volume in the STEM Road Map Curriculum Series, you can! Hydropower Efficiency outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, four-lesson module uses project- and problem-based learning to help students create a highly efficient dam that has a minimal impact on the environment. Students will explore the use of natural resources to provide energy needs, specifically hydropower, while exploring the workings of watermills, wind turbines, and generators to help build an understanding of the effects of dams. In creating their dam, they will learn about the various types of alternative hydropower sources, including wave and tidal power, and track the progress of electrification in the U.S. on a timeline; alongside researching the positive and negative consequences of hydropower.To support this goal, students will do the following: Use the engineering design process (EDP) to create a design for a dam, wind turbine, and water wheel Compare and contrast renewable power sources Evaluate power sources for efficiency Identify positive and negative consequences of human modifications of the environment Identify and describe how several sources of renewable energy are used across the U.S. Use mapping skills to determine where natural resources are being accessed for energy usage Effectively utilize shapes, materials, and measurements to create a model of a hydropower system The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Hydropower Efficiency can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your fifth-grade students to investigate the role of composting in solid waste management? With this volume in the STEM Road Map Curriculum Series, you can! Composting outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, four-lesson module uses project- and problem-based learning to help students use the engineering design process (EDP) to design and create prototypes of compost systems and build a full-scale composting system for school use. Students will synthesize their learning about biotic and abiotic factors, decomposition, and engineering design as they learn about various types of compost systems, create their own portable compost bins, and create materials for a composting publicity campaign at their school.To support this goal, students will do the following: Identify and explain interdependent relationships in ecosystems Compare and contrast several ecosystems Describe how compost systems are designed and constructed and apply this understanding to creating prototypes of various compost systems Understand the concept of scale and apply this understanding to create scaled models of compost systems Apply their understanding of composting, compost systems, and the EDP to create a full-scale compost system for the school Measure various characteristics of compost The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Composting can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

This collection concerns educational philosophy and post-apocalyptical survival. This 14th volume in the Editor's Choice series provides insights into the philosophy of education as it relates to the concepts of civilizational collapse, discourses of decline, educating for survival amid climate emergency, cultural apocalypse and the pandemic. It is based on a series of editorials and articles published in the Educational Philosophy and Theory journal through its 55-year history. The articles, written by Editor Michael Peters and colleagues, explore the concept of global apocalypse from the educational philosophy lens. It will be of interest to scholars in philosophy of education and anyone who is working in the field of post-apocalyptic studies.

What if you could challenge your eighth graders to design a racing vehicle with minimum environmental impact, while exploring the role of renewable and non-renewable energy sources? With this volume in the STEM Road Map Curriculum Series, you can!The Speed of Green outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, eight-lesson module uses project- and problem-based learning to help students explore the potential role of renewable and non-renewable energy sources in transportation, with an emphasis on the auto industry. Using their understanding of the engineering design process (EDP), scientific concepts, and environmental conservation considerations, student teams will develop a plan for a competitive automobile racing team to fuel its vehicle with minimal environmental impact. To support this goal, students will do the following: Identify finite energy resources and distinguish between these and renewable energy sources, and identify implications of the use of those fuel sources on the environment Conduct life cycle analyses (LCAs) of various fuel sources and apply the results to make decisions about the effects of various fuel sources Identify several ways that carbon-based fuels have impacted the U.S. economy and foreign relations Identify the effects of human activities on the biosphere with an emphasis on the effects of the widespread use of carbon-based fuels Apply the engineering design process (EDP) to solve a problem, and design and build a small-scale electric vehicle Synthesize their learning and working collaboratively by creating and presenting a plan for a race team that minimizes its environmental impact Create an engaging presentation incorporating oral presentations and visual displays to present projects to an audience of peers, teachers, and industry professionals. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, The Speed of Green can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

Arbeitsvermittlungsorganisationen, öffentliche wie private, agieren seit knapp zwei Jahrzehnten vor dem Hintergrund eines dominanten Aktivierungsparadigmas, das die unbedingte Arbeitsmarktintegration zentral stellt. Doch jüngere arbeitsmarktpolitische Reformen wie das Teilhabechancengesetz betonen erstmals deutlich den Kern von Arbeitsvermittlung als professionelle personenbezogene Dienstleistung und markieren Arbeitsvermittlung damit Handlungsfeld der Sozialen Arbeit. Diese Entwicklung wird in diesem Buch zum Ausgangspunkt organisationaler Lernprozesse gemacht und mittels einer qualitativen Mehrebenenanalyse nach der professionellen Beschaffenheit von Arbeitsvermittlung gefragt.

What if you could challenge your seventh-grade students to explore mathematical principles as well as global population issues as they consider population density? With this volume in the STEM Road Map Curriculum Series, you can!Global Population Issues outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, four-lesson module uses project- and problem-based learning to help students to devise a model for counting populations of a given species on Earth and develop a formal presentation of their models for consideration by a panel of experts. Students will examine species'ecosystems, explore global populations with an economic and geographical lens, take on the role of an urban planner to develop a megacity that incorporates what they have researched and learned about the consequences of population density and overpopulation, and share literature relevant to their applied species model.To support this goal, students will do the following: Explore how to gather information about a population and make valid generalizations and inferences from this information Utilize mathematical practices to complete mathematical explorations Explore the impact of population density on humans and the environment Communicate learning and experiences about population density and its influence on humans and the environment through various forms of writing, speaking, and analyzing non-fiction text Explore the historical, social, geographical, and economic factors related to population density The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Global Population Issues can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your twelfth-grade students to explore energy consumption and climate change in their own communities, and connect that information with other communities around the world? With this volume in the STEM Road Map Curriculum Series, you can!Creating Global Bonds outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms. This interdisciplinary, three-lesson module uses project- and problem-based learning to help students create an action plan to address issues of energy consumption and climate change, exploring the topic at both local and global levels. Students will gather data on energy consumption and climate change in their communities, partnering with international students to undertake problem-solving activities that examine issues that are both common and unique to each community.To support this goal, students will do the following: Identify modes and trends in energy consumption in their communities and regions Analyze how those patterns of energy consumption impact climate change Partner with students internationally to coordinate efforts to synthesize energy consumption data and discern connections across contexts, taking the form of an international blog Design and present an action plan to address issues of energy consumption and climate change, ultimately delivering a white paper and interactive web-based presentation on local and international issues of energy consumption and climate change The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Creating Global Bonds can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

Teaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the ‘future of teaching'represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in both China and the West.

The book examines how to begin to think like a global educator first by examining how our own histories and experiences have formed our own cultural and professional identities and second how the varied frames by which global education can be understood – pedagogical, ideological and cosmopolitan – have shaped the field. Laurence Peters connects theory and practice about global education relevant to cultivating global awareness in primary and secondary students. Rather than seeing global education as a special field separate from the other disciplines the author encourages integration of global perspectives into everything we do. Showcasing how global awareness is a developmental issue, dependent upon the student's ability to step outside of their own place-based comfort zone, this volume lays out a roadmap of major challenges and issues around instilling this awareness in students.This book connects theory and practice about global education relevant to cultivating global awareness in primary and secondary students. From this foundation, the book engages with the challenge of integrating global perspectives within a crowded curriculum. By convincing students and teachers alike of global education's centrality, thinking globally becomes an integral component of learning across subject areas and grade levels, and this work encourages students to exercise empathy for the other and to develop critical skills to see through media distortions and'fake news'so they can better resist the tendency of politicians in our increasingly multicultural countries to divide people along racial and ethnic lines.

The book presents a cross-disciplinary overview of critical issues at the intersections of biology, information, and society. Based on theories of bioinformationalism, viral modernity, the postdigital condition, and others, this book explores two inter-related questions: Which new knowledge ecologies are emerging? Which philosophies and research approaches do they require? The book argues that the 20th century focus on machinery needs to be replaced, at least partially, by a focus on a better understanding of living systems and their interactions with technology at all scales – from viruses, through to human beings, to the Earth's ecosystem. This change of direction cannot be made by a simple relocation of focus and/or funding from one discipline to another. In our age of the Anthropocene, (human and planetary) biology cannot be thought of without (digital) technology and society. Today's curious bioinformational mix of blurred and messy relationships betweenphysics and biology, old and new media, humanism and posthumanism, knowledge capitalism and bio-informational capitalism defines the postdigital condition and creates new knowledge ecologies. The book presents scholarly research defining new knowledge ecologies built upon emerging forms of scientific communication, big data deluge, and opacity of algorithmic operations. Many of these developments can be approached using the concept of viral modernity, which applies to viral technologies, codes and ecosystems in information, publishing, education, and emerging knowledge (journal) systems. It is within these overlapping theories and contexts, that this book explores new bioinformational philosophies and postdigital knowledge ecologies.

What if you could challenge your seventh graders to become informed citizens by analyzing real-world implications of GMOs? With this volume in the STEM Road Map Curriculum Series, you can! Genetically Modified Organisms outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, five-lesson module uses project- and problem-based learning to help students investigate the opportunities and challenges of GMO production and consumption. Working in teams, students will create a documentary communicating the health, social, and economic aspects of GMO production and consumption. To support this goal, students will do the following:• Use the Internet and other sources to build knowledge of an issue, and recognize and value stakeholders and their viewpoints in an issue.• Explore the relationship among local, state, and federal legislation related to GMOs.• Understand the role of cost-benefit analysis in making informed economic decisions.• Develop skills to evaluate arguments, create and communicate individual understanding and perspectives.• Gain a deeper understanding that structure and function are related by examining plants and how the environment and genetics influences structure.• Gain a better understanding of what tools humans have developed to genetically alter organisms for human benefit.The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Genetically Modified Organisms can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your ninth graders to use geologic theory and standards of measurement to explore different epochs and time periods of the Earth's formation? With this volume in the STEM Road Map Curriculum Series, you can!Formation of the Earth outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, three-lesson module uses project- and problem-based learning to help students investigate how Earth science professionals gather information and develop theories about the formation of the Earth and the processes taking place since the proliferation of humans. Working in teams, students will work to identify, define and describe the attributes scientists use to delineate Earth's eras, periods, and epochs, in order to determine the appropriate boundary event to define the Anthropocene Epoch, and will develop a publication-ready textbook entry for an Earth science textbook. To support this goal, students will do the following:• Identify, define, and describe attributes of eras, periods, and epochs which have marked geologic time in Earth's history.• Evaluate various possible index layers and boundary events that mark the beginning of the Anthropocene Epoch to determine which is most appropriate when labeling the current epoch in Earth's history.• Design and present a multimedia presentation to share with textbook publishers regarding information on the Anthropocene Epoch, to include in a secondary-level Earth science textbook.• Create a publication-ready textbook entry describing the Anthropocene Epoch.The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Formation of the Earth can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your kindergartners to come up with a way to reduce human impact on the environment? With this volume in the STEM Road Map Curriculum Series, you can!Our Changing Environment outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, three-lesson module uses project- and problem-based learning to help students investigate the environment around them, with a focus on ways that humans can impact the environment. Working in teams, students will investigate various types of human impact on the environment (including pollution, littering, and habitat destruction), will participate in a classroom recycling program, and will explore the engineering design process as they devise ways to repurpose waste materials. To support this goal, students will do the following: Identify human impacts on the environment. Identify technological advances and tools that scientists use to learn about the changing environment, and use technology to gather data. Explain, discuss, and express concepts about the environment through development and design of a publication to report their scientific findings about the environment around the school. Chart and understand local weather patterns, and make connections between weather conditions and their observations of the environment. Identify and demonstrate recycling practices, including sorting materials and tracking amounts of materials recycled, and participate in a class recycling program. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Our Changing Environment can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your tenth graders to think about how innovation can make the world a better place for humans, while finding ways to sustain progress and conserve resources? With this volume in the STEM Road Map Curriculum Series, you can!Rebuilding the Natural Environment outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, four-lesson module uses project- and problem-based learning to help students connect their existing knowledge about energy production and its effects on the natural environment to create innovations in renewable sources of energy based on research evidence. Working in teams, students will design an innovative way to meet society's energy needs and develop a pitch to market their innovation, focusing on how the innovation will optimize human experiences while being mindful of the natural environment. To support this goal, students will do the following:• Understand several forms of renewable, sustainable energy sources.• Apply their understanding of how alternators are used to generate electricity in lab experiments, as well as explain how tools such as windmills and dams are used to operate them.• Describe how electricity is generated in photovoltaic cells.• Calculate the amount of electricity consumed by several household items and consider this consumption when determining the average monthly energy consumption of households around the world in comparison to U.S. households.• Understand how fossil fuels have been used in the production of electricity and the impact they have had on the world's economy, humans'quality of life, and the earth.• Identify several hindrances to the creation of new energy sources as well as ideas to counter them.• List several factors that can be used to motivate people from all walks of life to use renewable and sustainable energies.• Create a fictional company that uses renewable energies.The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Rebuilding the Natural Environment can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

What if you could challenge your eleventh graders to come up with a design solution for developing, managing, and utilizing mineral resources? With this volume in the STEM Road Map Curriculum Series, you can!Mineral Resources outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. Like the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K–12 classrooms.This interdisciplinary, three-lesson module uses project- and problem-based learning to help students develop an in-depth understanding of mineral resources by researching the utility and impact of particular mineral resources on society. Working in teams, students will locate quantitative and qualitative data on mineral resources and discern the reliability of the information, then use their data to write an opinion article and develop a website to convince readers of the effectiveness of a particular design solution for developing, managing, and utilizing mineral resources. To support this goal, students will do the following: Explain how mineral resources are located and used in various ways in society. Explain why mineral resources are important to society. Critically evaluate quantitative and qualitative data about mineral resources. Write an opinion article demonstrating their knowledge about competing design solutions for extracting mineral resources. The STEM Road Map Curriculum Series is anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, Mineral Resources can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

This book explores Marxism and related political-economic theory, and its implications for education around the world, as seen in the history of the journal Educational Philosophy and Theory. As such, it illustrates the evolution of political-economic changes across societies, as they have been brought to bear within the academic field and in the journal, through the exploration of typical and noteworthy articles examining political-economic themes over time.In the early decades of Educational Philosophy and Theory, only a few works can be found focused on Marx's work, Marxism, and related themes. However, since the mid-1990s, Educational Philosophy and Theory has published many articles focused on neoliberalism and educational responses to theories and policies based on political-economic perspectives. This collection serves to showcase this work, exploring the way Marxist, neoliberal and other related political-economic theories have been applied to educational discussions among philosophers and theorists of education in the history of Educational Philosophy and Theory.As a collection, this book provides a glimpse of a dramatically changing world, and changing scholarly responses to it, during the late nineteenth and early twentieth centuries. This collection can therefore be useful to scholars interested in better understanding how changes to the political economy have intersected with those in education over time, as well as the diverse ways scholars have approached and reacted to a shifting landscape, considering views ranging from Marxist to Post-Marxist, to neoliberal, and beyond.

Racism has been endemic in the history of western societies, while the nature of race as a social category of difference is controversial and rigorously contested from scholarly and everyday perspectives today. This edited collection traces the history of considerations of the meaning and importance of race and racism in society and education through a deep dive into the contents of the archives of the journal Educational Philosophy and Theory.Journal articles from the 1970s to today have been carefully selected throughout the text to showcase the trends and transformations in the field of educational philosophy over time. While historically western analytic philosophy of education did not focus particularly on race and racism, this changed in the 1990s, with the emergence of critical conversations about social justice that moved beyond liberal models. More recently, historical and theoretical accounts have sought to understand the processes of racialization in depth, as well as the intersectional nature of race privilege and discrimination across contemporary diverse societies worldwide. Taken together, the pieces in this book illustrates both the history of theorizing about race and racism in educational philosophy and theory as well as the breadth of present-day concerns.This collection provides a foundation for developing a historical understanding of the position of race and racism in philosophy of education, while it also inspires new works in Critical Race Theory, Black and African Studies, critical pedagogy, and related areas. Additionally, it will inspire educators and scholars across diverse fields to further consider the significance of race and racism in education and in research in the present age.

Sozialplanung kann eine wichtige Grundlage für die Gestaltung der Lebensbedingungen in den Städten, Kreisen und Regionen sowie für die Sicherung der kommunalen Daseinsvorsorge darstellen. Wie sie diese Funktion jedoch wahrnimmt, wird maßgeblich von ihren politisch-administrativen Einbettungen sowie ihren inhärenten Rationalitäten und Wissensbeständen bestimmt.Ihre diskursiv verfasste Praxis gilt es gesellschaftstheoretisch und -politisch zu verstehen und zu kontextualisieren. Hierzu möchte der vorliegende Band Anregungen bieten. Daher versammelt er 15 zentrale Begriffe mit denen das Professions- und Handlungsfeld erschlossen werden kann.Der InhaltBeratung – Digitalisierung – Geschlecht / Gender – Gleichwertigkeit – Governance – Integrierte Planung – Kommunale Sozialpolitik – Mobilität – Netzwerke – Partizipation – Sozialberichterstattung – Sozialraum – Sozialraumentwicklung – Steuerung – WirkungDie ZielgruppenLehrende undStudierende der Sozialen Arbeit, der Politik-, Kultur- und Verwaltungswissenschaften sowie der Architektur und der Raumplanung.Praktiker•innen der Sozialplanung, der Sozialen Arbeit, der Sozialraumarbeit, der Stadtteilarbeit, der Gemeinwesenarbeit, des Quartiermanagements u. Ä.Die HerausgeberDr. Mario Rund ist Professor für Soziale Arbeit im Gemeinwesen an der Hochschule Darmstadt.Dr. Friedhelm Peters ist em. Professor für Theorien Sozialer Arbeit an der Fachhochschule Erfurt und der Ev. Hochschule Dresden.

This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.

This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children

Viral modernity is a concept based upon the nature of viruses, the ancient and critical role they play in evolution and culture, and their basic application to understanding the role of information and forms of bioinformation in the social world. The concept draws a close association between viral biology on the one hand and information science on the other to understand ‘viral'technologies, conspiracy theories and the nature of post-truth. The COVID-19 pandemic is a major occurrence and momentous tragedy in world history, with millions of infections and many deaths worldwide. It has disrupted society and caused massive unemployment and hardship in the global economy. Michael A. Peters and Tina Besley explore human resilience and the collective response to catastrophe, and the philosophy and literature of pandemics, including ‘love and social distancing in the time of COVID-19'. These essays, a collection from Educational Philosophy and Theory, also explore the politicization of COVID-19, the growth of conspiracy theories, its origins and the ways it became a ‘viral'narrative in the future of world politics.

This volume examines the place of Marxist theory in the history of the journal Educational Philosophy and Theory, primarily through the selection and exploration of typical and significant articles exploring Marxist-related themes in the journal over time. The title, From Radical Marxism to Knowledge Socialism, reflects this historical approach. In the 1960s and 1970s, Marxism was considered to be a radical, extreme ‘political'theory, while western liberalism and a free-market economy were largely taken for granted as natural phenomena, in western philosophy of education and in the journal. More recently, educational theorists have begun to explore trends related to the neoliberal age. Paradoxically, such trends include the move toward knowledge socialism, which decenters the normative presuppositions of knowledge capitalism as the latest iteration of western liberalism. The volume begins with an introductory chapter that examines the history of Marxism in western philosophy and philosophy of education. The rest of the book features works selected from the journal that further illustrate the evolution of Marxist theoretical perspectives in the field over time. This collection thus gives a sense of the range and extent of Marxist-inspired thinking in educational philosophy and theory. This book will be of interest to students and scholars of educational philosophy and theory and others who are interested in exploring in depth the evolution of key themes in this field over time, including liberalism, ideology, Marxism, neoliberalism, knowledge construction, capitalist and socialist schooling, and other aspects of economic analysis in education.

Featuring a team of over thirty STEM education professionals from across the United States, the updated and revised edition of this landmark book provides an integrated STEM curriculum encompassing the entire K-12 spectrum, with complete grade-level learning based on a spiraled approach to building conceptual understanding.Taking into account the last five years of evolution in STEM education, the second edition includes an increased focus on computer science, computational thinking, mathematics, and the arts, as well as cultural relevance and addressing the needs of diverse learners and underrepresented students. Divided into three main parts – Conceptualizing STEM, STEM Curriculum Maps, and Building Capacity for STEM – each section is designed to build common understandings of integrated STEM, provide rich curriculum maps for implementing integrated STEM at the classroom level, and offer supports to enable systemic transformation to an integrated STEM approach. Written for teachers, policymakers, and administrators, this second edition is fully updated to account for the needs of K-12 learners in the innovation age. STEM Road Map 2.0 enables educators to implement integrated STEM learning into their classroom without the need for extensive resources, empowering educators and supporting students.

In the last decade the far-right, associated with white nationalism, identitarian politics, and nativist ideologies, has established itself as a major political force in the West, making substantial electoral gains across Europe, the USA, and Latin America, and coalescing with the populist movements of Trump, Brexit, and Boris Johnson's 2019 election in the UK. This political shift represents a major new political force in the West that has rolled back the liberal internationalism that developed after WWI and shaped world institutions, globalization, and neoliberalism. It has also impacted upon the democracies of the West. Its historical origins date from the rise of fascism in Italy, Germany, and Austria from the 1920s. In broad philosophical terms, the movement can be conceived as a reaction against the rationalism and individualism of liberal democratic societies, and a political revolt based on the philosophies of Nietzsche, Darwin, and Bergson that purportedly embraced irrationalism, subjectivism, and vitalism. This edited collection of essays by Michael A Peters and Tina Besley, taken from the journal Educational Philosophy and Theory, provides a philosophical discussion of the rise of the far-right and uses it as a canvas to understand the return of fascism, white supremacism, acts of terrorism, and related events, including the refugee crisis, the rise of authoritarian populism, the crisis of international education, and Trump's ‘end of globalism'.

This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors'Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals'recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor's Choice, draws on a group of members of the Editors'Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.

Children develop their musicality best through engaging and participating, and an effective and enriching music curriculum must focus on the development of practical music-making skills. Jumpstart! Music therefore contains a wealth of ideas and activities that will support any teacher as they aid the musical learning of pupils aged 7 to 14, helping students not only to learn in new and exciting ways, but also to enjoy themselves while they are doing it.Inspiring any young learner to listen to, make and create a range of music, the book includes multiple simple-to-use ideas and activities, with every chapter based around fun and engaging topics, such as: Storytelling History Media Modern music Technology The world With group suggestions as well as opportunities for the students to develop their skills independently, the games and ideas featured in this title all focus on the core skills in learning music – listening, singing, playing, improvising, composing and SMSC (spiritual, moral, social, cultural) – and are all flexible enough to be adapted to fit each individual situation, whatever the resources to hand.Jumpstart! Music is an essential classroom resource for helping young learners develop their musicality and musicianship and will support any teacher in delivering engaging, inclusive and creative music lessons.

This book is a collection of essays motivated by a'cultural'and biographical reading of Wittgenstein. It includes some new essays and some that were originally published in Educational Philosophy and Theory. The book focuses on the concept of “technoscience”, and the relevance of Wittgenstein's work for philosophy of technology which amplifies Lyotard's reading and provides a critique of education as an increasingly technology-led enterprise. It includes a distinctive view on the ethics of reading Wittgenstein and the ethics of suicide that shaped him. It also examines the reception and engagement with Wittgenstein's work in French philosophy with a chapter on post-analytic philosophy of education as a choice between Richard Rorty and Jean-François Lyotard. Peters examines Wittgenstein's academic life at Cambridge University and his involvement as a student and faculty member in the Moral Sciences Club. Finally, the book provides an understanding of Wittgensteinian styles of reasoning and the concept of worldview. Is it possible to escape the picture that holds us captive? This constitutes a challenging introduction to Wittgenstein's work for academics, researchers and postgraduate students in the fields of education, technology and philosophy.

Die gegenwärtigen Herausforderungen unseres Bildungswesens benötigen zukunftsweisende Konzepte, die Lernen und Arbeiten, allgemeine und berufliche Bildung miteinander verbinden. Die vorliegende Publikation zeigt, welche konkreten Ansätze und langjährigen Erfahrungen die (berufsbildende) Waldorfschule hierzu beisteuern kann. Durch eine empirisch biografische Langzeitstudie der Absolventen der Hiberniaschule − als Waldorfschule ehemals Träger eines BLK-Modellversuchs − wird deren Nachhaltigkeit wissenschaftlich bestätigt. Aktuelle Modelle und Konzepte verweisen auf Weiterentwicklungsmöglichkeiten zu einem neuen Bildungsverständnis im Kontext gesellschaftlicher Reformbemühungen.

Der Sammelband liefert einen Beitrag zum Entwicklungsstand und Perspektiven zur Weiterentwicklung dualer Berufsbildungsansätze in Lateinamerika und Subsahara-Afrika. Die Fallstudien des Bandes zu Brasilien, Costa Rica, Kolumbien, Botswana, Ghana, Kenia, Namibia und Nigeria analysieren jeweils jüngere Entwicklungen des Berufsbildungssystems in den Ländern und diskutieren kritisch, welche Möglichkeiten zur Stärkung dualer Ausbildungsmodelle bestehen. Die acht Fallstudien basieren auf Experteninterviews in den Ländern und bieten exemplarisch einen Einblick in die Funktionsweisen und Wandlungsprozesse beruflicher Bildung in den beiden Regionen.

Feminist Theory in Diverse Productive Practices is the second of two volumes examining gender and feminist theory in Educational Philosophy and Theory. This collection explores the difference that gender and sexual identities make both to theorizing and working in education and other fields. As the articles contained in this text span nearly 40 years of scholarship related to these issues, this volume sheds light on how feminist, gender, and sexuality theory has evolved within and beyond the field of philosophy of education over time.Key themes explored in the book include women's ways of knowing, the challenges women (and girls) face in taking up professional employment across diverse fields historically and today, and how feminist and related theories can enable women in professional development roles to empower each other. The book tells a rich story of how gender and sexuality theory has been brought to bear on discussions of educational practice in diverse fields over decades of publication of Educational Philosophy and Theory.Feminist Theory in Diverse Productive Practices will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, and the policy and politics of education.

This edited collection takes a multifaceted approach to the various limitations and achievements of Western philosophy. Considered on its own, Western philosophy is a highly contentious name. The contributors question its validity as a label and take to task its grand appearance within education. However, part of the problem with Western philosophy is that it has less conventional as well as dominant manifestations. The writers consider both forms of Western philosophy, devoting significant thought and time to it in its own right, but always referring it to the more specific issue of education. This book adds to a growing corpus that sketches the relationship between education and philosophy, showing that they are deeply intertwined, and it is indeed philosophy (and especially its Western variation) that supports Western education and allows it to flourish in the first instance. It is fitting, then, that at various points this book depicts education as a hegemonic vehicle of a deeper phenomenon – that of dominant Western philosophy. This book was originally published as a special issue of Educational Philosophy and Theory.

This edited collection is based on a series of articles written by Michael A Peters as Editor-in-Chief of Educational Philosophy and Theory to explore the concept of The Chinese Dream first introduced by President Xi in 2012. This seventh volume in the Editor's Choice series provides a philosophical and historical analysis of The Chinese Dream by analyzing its major intersecting narratives - liberal, Confucian and Marxist. With chapters covering higher education strategy, social governance, socialist rule of law, the US-China trade war, technological unemployment and the emergence of the Chinese techno-state, this volume also offers an introduction to Chinese philosophy and history, and its narrative re-crafting that presents China as a global power. The author calls this process and the emerging Chinese narratives'Educating the Future'.

In Homeschooling: The History and Philosophy of a Controversial Practice, James G. Dwyer and Shawn F. Peters examine homeschooling's history, its methods, and the fundamental questions at the root of the heated debate over whether and how the state should oversee and regulate it. The authors trace the evolution of homeschooling and the law relating to it from before America's founding to the present day. In the process they analyze the many arguments made for and against it, and set them in the context of larger questions about school and education. They then tackle the question of regulation, and they do so within a rigorous moral framework, one that is constructed from a clear-eyed assessment of what rights and duties children, parents, and the state each possess. Viewing the question through that lens allows Dwyer and Peters to even-handedly evaluate the competing arguments and ultimately generate policy prescriptions. Homeschooling is the definitive study of a vexed question, one that ultimately affects all citizens, regardless of their educational background.

From ‘Aggressive Masculinity'to ‘Rape Culture'is the fifth volume in this series and explores the relationship between gender and sex roles and socialisation and education, foregrounding issues of inequity and different forms of oppression in various contexts. It tells a rich story of transformation of a field over nearly half a century, in relation to the theorisation of gender and sexuality in educational philosophy and theory. The transformation of this field is mapped on to broader social trends during the same period, enabling a better understanding of the potential role of educational philosophy and theory in developing feminist, queer, and related veins of scholarship in the future.The collection of texts focuses on a wide range of topics, including nature versus nurture and the debate over whether gender and sex roles are natural or based upon culture and socialisation, gender and sexual binaries, and how power is organised and circulates within educational spaces (including possibly online spaces) with regard to enabling or disrupting sexually oppressive or violently gendered social conditions. Other important trends include Internet activism and the use of intersectional theory, postcolonial theory, and global studies approaches.From ‘Aggressive Masculinity'to ‘Rape Culture'will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

Teaching, Responsibility, and the Corruption of Youth explores the concept and practice of responsibility in education and teaching in the new post-Cold War era after the long run of globalization and liberal internationalism has been disrupted by the rise of populism, anti-immigration sentiments and new forms of terrorism. The old liberal values and forms of tolerance have been questioned. Responsibility is a complex concept in our lives with moral, social, financial and political aspects. It embraces both legal and moral forms, and refers to the state of being accountable or answerable for one's actions implying a sense of obligation associated with being in a position of authority such as a parent, teacher or guardian having authority over children. First used with schools in 1855, the concept's legal meaning was only tested in the 1960s when student conduct, especially when materially affecting the rights of other students, was not considered immune by constitutional guarantees of freedom. This volume investigates the questions left with us today: What does responsibility mean in the present era? Does loco parentis still hold? What of the rights of students? In what does teacher responsibility consist? Can student autonomy be reconciled with market accountability? To what extent can responsibility of or for students be linked to ‘care of the self'and ‘care for others'? And, most importantly, to what extent, if any, can teachers be held accountable for the actions of their students?

The Digital University: A Dialogue and Manifesto focuses on teaching, learning, and research in the age of the digital reason and their relationships to the so-called knowledge economy. The first part of the book, ‘The University in the Epoch of Digital Reason,'presents the authors'insights into the nature of the contemporary university. The second part, ‘Collective Intelligence and the Co-creation of Social Goods,'explores various collective ways of knowledge creation, dissemination, and education. The final part, ‘Digital Teaching, Digital Learning and Digital Science,'presents an ongoing series of one-to one dialogues between Michael Adrian Peters and Petar Jandric about philosophy of education in the age of digital reason, relationships between learning, creative col(labor)ation, and knowledge cultures, digital reading, digital self, digital being, radical openness, creative labour, and the co-production of symbolic goods. Situated in, against, and beyond the current state of affairs, the book ends with the Digital University Manifesto, which explores what is to be done in and for a better future of the digital university.

Management education growth and the rise in accompanying business schools over the last few decades are fuelled by global economic development, coupled with the promise of success in business careers. Recently, questions have been raised about the value and relevance of a traditional business school education – so what does the future hold for traditional business schools? In this book, we examine the current model and the pressure points of business schools by considering the evolution of – and the various value chains that are associated with – business school offerings (including MBA, undergraduate, pre-experienced and executive programmes). We also offer insight on funding and value orientation, and the potential challenges these may raise for some schools. To highlight these challenges, we provide a strategic group framework for business schools and review the implications of future strategies for these groups. Finally, after reviewing the current landscape of business school mergers, alliances and failures, we reflect on innovation considerations for the business school business model. Management education is changing, and business schools must be ready to re-evaluate their strategies for growth… and, in some cases, survival.

Contesting Governing Ideologies is the third volume in the Educational Philosophy and Theory: Editor's Choice series and represents a collection of texts that provide a cutting-edge analysis of the philosophy and theory of performances of neoliberal ideology in education. In past decades, philosophy of education has provided a critical commentary on problematic areas of neoliberal ideology. As such, this collection argues, philosophy of education can be considered as an intellectual struggle that runs through the contemporary ideological landscape and has roots that go back to the Enlightenment in its traditions.This book covers multiple philosophical and educational theoretical perspectives of what we know about the ideology of neoliberalism, and many of its practices and projects. Neoliberalism is difficult to define, but what is certain is that it has significantly matured as a political doctrine and set of policy practices. This collection covers questions of ideology, politics, and policy in relation to the subject and the institution alike. The chapters in this book provide rich and diverse reading, allowing readers to rethink established discourses and contest ideologies, providing a thorough and careful philosophical and theoretical analysis of the story of neoliberalism over the past decades.Contesting Governing Ideologies will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

Troubling the Changing Paradigms is the fourth volume in the Educational Philosophy and Theory: Editor's Choice series and represents a collection of texts that were selected as representations of the philosophy and pedagogy of early years, childhood and early childhood education. The philosophy of the early years is complex, and this book demonstrates how this fascinating subject can be interlinked with both the philosophy and history of education as being instrumental in shaping the child subject, childhoods and children's educational futures. This book demonstrates the application of philosophical and theoretical perspectives that provide us with global and local narratives and understandings of children as subjects, and their subjectivities. The philosophical traditions offer new spaces in which to think about alternative childhoods, and contribute to an important analysis in which philosophy has the capacity to shape children's lives and education, and to elevate the multiplicity of discourses around very young children and their education and care. Through the texts in this volume, the authors aim to find creative philosophical forms that are capable of interrupting, if not disrupting, traditional and, in some settings, perhaps more conventional discourses about children and their childhoods. These philosophical forms present productive ways that allow fresh conceptions of what is all too often an assumed set of subjectivities and experiences about very young children. Troubling the Changing Paradigms will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

The movement toward greater openness represents a change of philosophy, ethos, and government and a set of interrelated and complex changes that transform markets altering the modes of production and consumption, ushering in a new era based on the values of openness: an ethic of sharing and peer-to-peer collaboration enabled through new architectures of participation. These changes indicate a broader shift from the underlying industrial mode of production—a “productionist” metaphysics—to a postindustrial mode of consumption as use, reuse, and modification where new logics of social media structure different patterns of cultural consumption and symbolic analysis becomes a habitual and daily creative activity. The economics of openness constructs a new language of “presuming” and “produsage” in order to capture the open participation, collective co-creativity, communal evaluation, and commons-based production of social and public goods. Information is the vital element in the “new” politics and economy that links space, knowledge, and capital in networked practices and freedom is the essential ingredient in this equation if these network practices are to develop or transform themselves into'knowledge cultures'. The Virtues of Openness investigates the social processes and policies that foster openness as an overriding educational value evidenced in the growth of open source, open access, and open education and their convergences that characterize global knowledge communities. The book argues that openness seems also to suggest political transparency and the norms of open inquiry, indeed, even democracy itself as both the basis of the logic of inquiry and the dissemination of its results.The Virtues of Openness examines the complex history of the concept of the open society before beginning a systematic investigation of openness in relation to the book, the “open text” and the written word. These changes are discussed in relation to the development of new open spaces of scholarship with their impact upon open journal systems, open peer review, open science, and the open global digital economy.

Education plays an important role in challenging, combating and in understanding terrorism in its different forms, whether as counter-terrorism or as a form of human rights education. Just as education has played a significant role in the process of nation-building, so education also plays a strong role in the process of empire, globalization and resistance to global forces-and in terrorism, especially where it is linked to emergent statehood. This book focuses on the theme of education in an age of terrorism, exploring the conflicts of globalization and global citizenship, feminism post-9/11, youth identities, citizenship and democracy in a culture of permanent war, and the relation between education and war, with a focus on the war against Iraq.

The voices of college students and teachers vividly enlighten readers about the real-world challenges of multicultural education. Courses on diversity abound in American universities today. But open classroom discussion of racial and gender differences can evoke discomfort as much as new understandings. Negotiating these courses takes a toll on both faculty and students as classrooms become filled with emotion. Based on student and teacher experience in a range of American colleges and universities, this book shows how to meet these challenges and create a truly open and beneficial environment. The authors demonstrate pedagogical strategies and new approaches. A vital resource for teachers, students, college administrators, and university libraries. Contents: Introduction. Dialogue on Diversity Teaching. From Silence and Resistance to Tongues Untied. The Racial Experiment. Starting with a Story and Sharing the Discussion Leading. Irritating, Supporting & Representing. Identity Matters in Class. What Lies Beneath. Conclusion.

Subjects in Process investigates the human subject in the first decade of the twenty-first century in relation to changing social circumstances and belongings. The concept of'subjectivity'in the Western tradition has focused on the figure of the autonomous, self-conscious, and rooted individual. This book develops a conception of the subject that is nomadic and fluid rather than grounded and complete. Written from a perspective that takes account of globalisation - and the pressures that it places upon individuals and communities - this book draws upon Nietzsche and the post-modern thinkers that followed him. Arguing that a modern conception of the subject must be one based on cultural exchanges and transformations, this book is sure to provide new insights for anyone concerned with or interested in the identity of the individual now and in the future.

In Promoting Early Career Teacher Resilience the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today. Narratives emerge detailing feelings of frustration, disillusionment and even outrage as they struggle with the complexity, intensity and immediacy of life in schools. Other stories also surface to show exhilarating experiences, documenting the wonder, joy and excitement of working with young people for the first time. This book makes sense of these experiences in ways that can assist education systems, schools, and faculties of teacher education, as well as early career teachers themselves to develop more powerful forms of critical teacher resilience. Rejecting psychological explanations of teacher resilience, it endorses an alternative socio-cultural and critical approach to understanding teacher resilience. The book crosses physical borders and represents experiences of teachers in similar circumstances across the globe, providing researchers and teachers with real-life examples of resilience promoting policies and practices.This book is not written as an account of the failures of an education system, but rather as a provocation to help generate ideas, policies and practices capable of illuminating the experiences of early career teachers in more critical and socially just ways at an international and national level.

While traditionally identified as a practice-based endeavour, the many dimensions of teacher education raise important philosophical issues that emphasise the centrality of ethics to questions of relationality and professional practice. This second volume of the Educational Philosophy and Theory reader series demonstrates the continuing relevance of philosophical approaches to the field of teacher education. The collection of texts focuses on a wide range of topics, including teacher education in a cross-cultural context, the notion of unsuccessful teaching, democratic teacher education, the reflective teacher, the ethics and politics of teacher identity, and subjectivity and performance in teaching. Chapters also explore teacher education based on experiential learning as ‘experience', demonstrating the continuing relevance of philosophical approaches to the field.In Search of Subjectivities will interest academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, teacher education, experiential philosophy, ethics, policy and politics of education, and professional practice.

This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory. In the last twenty years, the applications of the postmodern and poststructuralist perspectives have become less mono-focused, less narrowly concerned with technical questions and also less interested in epistemology, and more interested in ethics. This book covers questions of genealogy, ontology, the body and the institution, giving examples of theoretical applications of post-structural theory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought. While informed by Foucault's thinking of the political subjugation of docile bodies to individuals as self-determining beings, the chapters in this book culminate in amalgamations of different schools of educational philosophy, which explore poststructuralist approaches to education. Beyond the Philosophy of the Subject will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

First published in 1981, Essays on Educators is a collection of essays on a variety of themes relating to Great Educators. The book is not only an exposition of the thought of these educators but a collection of critical essays in which their writings are used selectively to raise problems of permanent educational interest and importance.The first part explores the education of the individual in society and the development of reason. The second looks at progressivism and tradition in education and includes a critique of Herbert Spencer's Essays on Education, which are little known. The third part of the book is concerned with tackling educational problems from an interdisciplinary standpoint.