Bücher der Reihe Routledge Research in Education

This edited collection brings together cutting edge, evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individually as learners and teachers). Chapters explore the key issues relating to the topic, such as the policies, curriculum, learning and teaching, and work contexts.

This book argues that it is important to understand spirituality as a unifying concept that has the potential to be meaningful in its application to the lives of children and young people in areas of learning and wellbeing. Chapters show why and how spiritual learning should be addressed across the curriculum, with implications for the design of learning programs and environments.

Originally published as a special issue of the Creativity Research Journal, this volume gives a balanced and reflective account of the challenges and opportunities of technology-enabled creative learning in contemporary societies.

This interdisciplinary collection explores the nexus of social justice and sport to consider how sport and physical education can serve as a unique point of commonality in an era of religious, political, economic, and cultural polarity.

This work explores challenges and contradictions which have prevented critical curriculum theory establishing itself as an alternative to dominant Western Eurocentric epistemologies. Re-visiting the work of leading progressive theorists, this text illustrates how counter-dominant narratives have been suppressed by neoliberal dynamics.

This book explores learning in the arts and highlights ways in which art and creativity can ignite learning in schools, informal learning spaces, and higher education. The focus is on learning in, with, and through the arts.

Affect studies are a part of new materialist and post-humanist turns. This volume connects these new theoretical directions within education, and goes on to explore how affect crosses educational subfields, responding to the transdisciplinary interest in thinking through pedagogy, education, and feeling.

Explores the political philosophy and theoretical foundations of educational administration and leadership as they influence our understanding, analysis and practice. This volume is suitable to the fields of educational leadership, organizational studies, and educational administration theory.

Presents a space in which struggles for indigenous knowledge within communities are articulated, valued, heard, and responded to. This book acknowledges that the origins and significance of change are frequently found to be unsettling. It explores different understandings of change that forge sustainable, inclusive and just communities.

While demand for the mathematically literate citizen increases, many learners continue to reject mathematics and experience it as excluding and exclusive, even when they succeed at it. In exploring this phenomenon, this volume examines the ways in which learners form particular relationships with mathematics in the context of formal schooling.

The author takes an in-depth look at how these subjects relate to each other and at the current state of this relationship. He develops the theme that despite differences in aims, education and psychology are interconnected.

Drawing on experiences of interdisciplinary dialogue and practice in a higher education context, this book illustrates how reformulating the agenda in science and technology can have a revolutionary impact on learning and teaching in the classroom at various levels. It is suitable for scholars in Education, Science, Technology, and Society.

Takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world. This book offers analytical avenues to understand and criticize the practices and policies of neoliberal states.

The early years are an important period for learning. This book presents theoretical and research perspectives about how ECEC (Early Childhood Education and Care) contexts promote democracy and citizenship through participatory learning approaches.

Explores questions about the extent to which traditional understandings of the role of play and creativity in learning can be applied to learning by media technologies.

Understanding how children develop computer knowledge, and the ways that adults are able to guide their computer learning experiences, is a vital task facing parents and educators. This book offers an understanding of how we can become computer literate and proposes a theory of how computer literacy skills emerge in computer users.

Although universal schooling has been adopted as a goal by international organizations, national governments, and non-profit organizations, little sustained international attention has been devoted to the purposes or goals of universal education. This book offers various views on the purposes of universal education.

Examines and discusses postmodern picturebooks, and reflects upon their contributions to both the field of children's literature and to the development of literacies for child, adolescent, and adult readers.

Educational institutions are undergoing complex and sensitive changes in the context of immigration, international mobility, globalisation, and shifting economic scenarios, making highly challenging demands on educational leaders. Leadership is increasingly being perceived and theorised as pivotal to students'' achievement and institutional performance. In this book, Saeeda Shah considers educational leadership from an Islamic perspective to debate theoretical positions underpinned by Islamic texts and teachings, and the resulting conceptualisations and interpretations. While educational leadership literature and research have flourished in recent years, this is predominantly informed by Western ideologies, concepts, theories and practices. Education, Leadership and Islam focuses on contemporary educational settings and practices, drawing on research and empirical evidence from multicultural contexts in order to enrich theory and inform policy and practice in relevant frameworks, particularly in relation to the growing Muslim population in the West. Chapters also discuss gender in Islam, educational expectations and Islamic faith schools to comprehensively explore education in relation to Islamism. Situating Muslims within contemporary societies, this book extends debates regarding educational philosophy and leadership, endorsing diversity and plurality through an appreciation of difference. Education, Leadership and Islam will appeal to education researchers as well as social and political scientists attempting to understand Muslim educational issues in contemporary life, both in the east and in the west. This book offers critical insight into educational theory and practice, and as such will be key reading for policy makers and educational leaders.

Considers how transitions in postsecondary education are impacting Higher Education (HE) institutions and subjects in a number of Northern nations, as well as how these transitions are indicative of the wider shift from the welfare to the market state.

Illustrates the conceptual and practical dilemmas of assessment and raises issues that are relevant and applicable across a variety of modes of assessment and across various contexts where assessment takes place.

Covering primary/elementary, secondary and tertiary levels in a variety of educational contexts this book explores the theory and practice of learning communities from an international perspective.

Anthony Laker leads an outstanding international team of educational theorists in critically examining the theoretical underpinnings of physical education, and in challenging the rhetoric, the practices and the pedagogies that prevail in our

This volume presents a scholarly investigation of the ways educators engage in artistic and contemplative practices and why this matters in education. Exploring artistic disciplines such as dance, drama, visual art, performative autoethnography, music, and writing, this book creates respectful spaces for multiple artistic practices and spiritual traditions.

This book will introduce readers to Lesson Study (LS) as it has developed in the UK over ten years and make the historical connections with LS as it developed in Japan and in east Asian countries, in the US and Europe. It will explain to readers how to conduct LS in schools (based on 10 years of development expertise) and in other educational institutions such as higher education settings or early years settings.

This collection explores critical and foundational theory for trust in educational administration and leadership as it influences topics such as ethics, governance, diversity, policy, management, and power. It demonstrates the relevance of this foundation to practical issues and problems internationally, both within the organizational context and extra-organizationally.

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.