Bücher der Reihe Routledge Research in Education

Traditionally, children have been considered from a primarily developmental perspective, in need of education in order to achieve autonomy, growth, and eventually adulthood. Childhood studies have recently underlined an alternate way to look at children, starting from the consideration that children are competent social actors and can actively participate in social life. However, there has been relatively little attention paid to the ways in which adults can actively empower children¿s agency and participation. This book aims to highlight this important aspect, explaining the position of adults as facilitators and mediators in the process of constructing childhood.

Little is done in schools at the formal and informal levels to address war and peace, especially in relation to what can and should be done to bring about peace. This volume seeks to provide a range of policy, pedagogical, curriculum and institutional analyses aimed at facilitating meaningful engagement toward a more robust and critical examination of the role that schools play in framing war, militarization and armed conflict.

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.

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.

This book provides an evaluation and appreciation of the learning, teaching and instruction that can occur in digital environments. Mass media accounts of digital culture are invariably predicated on a technologically determinist vision, on the one hand promoting a utopian view of the future while on the other fueling moral panic by emphasizing views of alienation and danger in life online. In this book, children, young people and those who work with them are revealed as active agents with possibilities to navigate new paths.

This book investigates the challenges of creating effective instructional development programs in higher education. Building upon experience from higher education programs around the world and using a variety of research methods, it examines how success is to be understood, how successful current programs are, and what determines program success.

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 ''education revolution'' 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 ''My School'' 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 ''good teacher'', the involvement of parents in school and the ''digital revolution''. 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 ''education revolution'' on the Principal, parents, teachers and students. It comprehensively challenges the official ''My School'' 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 volume explores how technology-supported learning environments can incorporate physical activity and interactive experiences in formal education. It presents cutting-edge research and design work on a new generation of "body-centric" technologies such as wearable body sensors, GPS tracking devices, interactive display surfaces, video game controller devices, and humanlike avatars. Contributors discuss how and why each of these technologies can be used in service of learning within K-12 classrooms and at home, in museums and online.

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 diverse views from experts around the world on the purposes of universal education.

This book provides a space in which struggles for indigenous knowledge within communities are articulated, valued, heard, and responded to. The contributors develop critical understandings of the implications of changing policy and practice for those within and working with the educational organisations and 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.

This interdisciplinary text compares citizen-making processes in European and Asian countries, and adopts an original approach by focusing upon the concept of citizenship as an effect of the educational enterprise.

The contributors to this volume provide insight into national policies, provisions, and practices of participatory learning amongst toddlers and advance our understandings of theory and research on toddlers¿ experiences across a number of countries, including the UK, Australia, New Zealand, the US, Canada, Sweden, and Norway.

This book explores the relationship between drama and social justice. Much has been written within the tradition of drama education and applied theatre based around the premise that drama can be a force for change within both individual lives and society more broadly. Despite this premise, and dramäs intrinsically entwined relationship with society, little has been written in terms of charting the nature of the relationship. This book seeks to unpack and understand this premise more comprehensively, purposefully and critically. Combining theoretical, historical and practical perspectives, Drama and Social Justice provides a wide-ranging exploration of the concept of social justice within the field of drama education and applied theatre.

This book explores the health-education interface and the complex nexus of discourses, principles and practices within which educators mobilize school based health education. The book provides an explicit interrogation of the ideas informing particular models and approaches to health education and provides insight into the principles and practices underpinning approaches to policy, curriculum, pedagogy and assessment.

This volume explores the critical role of family and community in the life and experiences of college students, showing how the the family experience may deepen higher education practice and analyzing the ways in which family and community are included, valued, or devalued in higher education.

Participation as an element of active citizenship in democracies is a key project of international and national educational policy. Institutionalized approaches for compulsory schools provide participatory access to all young European citizens. But does this picture depict the possibilities and practices of participation appropriately? Can this standard approach to participation be translated into action in view of diverse polities, policies, political cultures, institutions and practices of participation? This book explores what prerequisites must be given for a successful implementation of such a comprehensive international project.

The unprecedented human mobility the world is now experiencing poses new and unparalleled challenges regarding the provision of social and educational services throughout the global South. This volume examines the role played by schooling in immigrant incorporation or exclusion, using case studies of countries in Eastern Asia, Africa, Central America, and the Middle East. Drawing on key concepts in anthropology, the authors offer timely sociocultural analyses of how governments manage increasing diversity and how immigrants strategize to maximize their educational investments. The findings have significant implications for global efforts to expand educational inclusion and equity.

This volume brings together international scholars to honour the contributions of Professor John Hull to the field of religious education and practical theology, exploring and discussing the debates and issues of a variety of important themes.