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Introducing SensePublishers

Sense Publishers was founded in November 2004. Right from the start our mission was to publish books in the field of educational research with a different view on academic publishing: our prices are low so that also students will be able to purchase our books production time of our books is usually less than 6 weeks we aim to make our publications available at a special rate in developing countries we accomplish our mission by using innovative technology and web-based marketing, by minimizing overhead and by not aiming for excessive profits. We are now very proud to present this 2008 Spring brochure to you because it shows that many topscholars in educational research have trusted us to produce and disseminate their important work and have recognized the virtues of our policy. For more information please go to

Peter de Liefde, Founder and Owner P.O. Box 21858 1000 AW Rotterdam The Netherlands e-mail: [email protected] phone (mobile): +31(0)6 42739378 phone: +31(0)78 7070630 fax:+31(0)78 7070632

Michel Lokhorst, Director Asia-Pacific PO Box 3296 Taipei City 10099 Taiwan (R.O.C.) e-mail: [email protected] phone: +886 9 3681 3392

Our logo is a symbol called "the eye of the medicine man", synonymous with wisdom and awareness for some Native-American tribes in the south western USA.


Achtenhagen, Frank 37 Agarwal, Pawan 3 Ahtee, Maija 25 Allman, Paula 20 Altbach, Philip G. 5, 6, 7 Anderson, Christian K. 6 Annetta, Leonard A. 9 Antikainen, Ari 9, 14 Asgharzadeh, Alireza 10 Baizerman, Michael 38 Berry, Amanda 36, 37 Besley, Tina 8 Blee, Harry 18 Boero, Paolo 26 Bokhorst-Heng, Wendy D. 37 Bozeman, Leslie A. 6 Britton, Alan 18 Brown, Valerie A. 10 Burbules, Nicholas C. 13 Butcher, Jude 35 Buys, Kees 25 Campos, David 10 Carr, Paul R. 11 Carspecken, Phil Francis 25 Clarebout, Geraldine 17 Clark, Jonathan 32 Clarke, David 27 Clemans, Allie 36 Colbeck, Carol L. 6 Coll, Richard K. 28 Corrigan, Deborah 30 Cox, Roy 6 Custer, Rod 29 Dakers, John 29 Dakich, Eva 16 D'Ambrosio, Ubiratan 27 De Graaff, Erik 39 De Vries, Marc J. 29, 31 De Wit, Hans 3 DeHaan, Robert L. 4 Dei, George J. Sefa 9, 14 Dettori, Giuliana 17 Dhingra, Koshi 32 Dillon, Justin 30 Dockrell, Julie 26 Duboys, Tibbi 8 Duschl, Richard A. 1 Earnest, Jaya 15 Edwards, Kathy 38 Elen, Jan 17 Emanuelsson, Jonas 27 Feuerverger, Grace 34 Fisher, Darrell L. 30 Fitzgerald, Linda 37 Fitzsimons, Peter 20 Forde, Christine 23 Forgasz, Helen J 27 France, Bev 32 Freeman-Moir, John 22, 36 Geelan, David 22 Geiger, Roger L. 6 Gellert, Uwe 27 George, Rosalyn 23 Gianetti, Tania 17 Gibbons, Andrew 19 Gilbert, John 32 Goldman, Megan 6 Good, David 6 Gopinathan, S. 12 Gordon, Mordechai 35 Gouzouasis, Peter 1 Grandy, Richard E. 1 Greenwald, Suzanne 6 Griffith, Bryant 13 Gunstone, Richard 30 Gürtler, Leo 3 Gur-Ze'ev, Ilan 21 Gutiérrez, Angel 26 Hagiwara, Sumi 32 Hand, Brian M. 28 Harinen, Päivi 14 hayes, kecia 14 Heller, J. 16 Hertz-Lazarowitz, Rachel 24 Hewitt, Randall 21 Houtsonen, Jarmo 9 Huber, Guenter L. 3 Hursh, David 15 Hurworth, Rosalind E. 1 Irwin, Rita L. 1 Jablonka, Eva 27 Jackson, Cynthia L. 2 Janashia, Natia 6 Jaramillo, Nathalia 13 Johnny, Leanne 14 Johnstone, D. Bruce 6 Jones, Philip 15 Judson, Gillian 33 Kalekin-Fishman, Devorah 12, 15, 23 Kapitzke, Cushla 19 Keenoy, K. 16 Keitel, Christine 27 Kelly, Patricia 4 Kemmis, Stephen 33 Kempf, Arlo 14 Kiegelmann, Mechthild 3 Kincheloe, Joe 2, 14, 20 Klabbers, Jan H. G. Kolmos, Anette Kostogriz, Alex 36 Krueger, Mark 38 Lavonen, Jari 25 Lawson, Erica 10 O'Brien, Thomas V. 35 Oka, Kayleen U. 10 Leder, Gilah C 27 Lee, Kerry 37 Leggo, Carl 1 Levene, M. 16 Levy, D. C. 7 Lewis, Patrick J. 35 Linder, Cedric 32 Liu, Xiufeng 30 Liu, Yongbing 12 Locke, Terry 13 Loughran, John 37 Lund, Darren E. 11 Maasz, Jürgen 26 Mabokela, Reitumetse Obakeng 24 Macdonald, Gerard 15 McDonald, Lorraine 35 Magnuson, Doug 38 Marginson, Simon 5 Marsick, Victoria 13 Martin, Gene 29 Masciotra, Domenico 36 McDonald, Lorraine 35 Matross Helms, Robin 7 Mayes-Elma, Ruthann 24


Mayring, Philipp 3 McDonald, Lorraine 35 McGill, Patti 5 McLaren, Peter 13 McMahon, Mary 8 Michal Zellermayer 33 Moisio, Olli-Pekka 22 Mok, Ida Ah Chee 27 Monchinski, Tony 18 Morel, Denise 36 Moss, Julianne 1 Mottier, Ilja 31 Mulhall, Pamela 37 Munthe, Elaine 33 Narayan, K.M. 4 Neal, Greg A. 16 Nolan, Kathleen T. 28 O'Brien, Thomas V. 35 Oelkers, Jürgen 23 Oplatka, Izhar 24 Orelus, Pierre 11 Osborne, Margery D. 37 Oser, Fritz K. 37 Paiva, Ana 17 Patton, Wendy 8 Pehkonen, Erkki 25 Peters, Michael A. 5, 18, 19, 22 Phelan, Anne 32 Pinar, William F. 4 Pitkänen, Pirkko 12, 15 Ponte, Petra 34 Print, Murray 38 Purcell, Francesca B. 7 Renold, Ursula 37 Ritchie, Steve 13 Roth, Klas 13 Roth, W.-M. 2, 3, 29, 30, 31, 36 Rumbley, Laura E. 6, 7 Sabra, Khalilah Christina 12 Saha, Lawrence J, 38 Said, Mohsen Elmahdy 3 Schloeglmann, Wolfgang 26 Schneider, Karlheinz 23 Schoonenboom, J. 16 Scott, Alan 22, 36 Sehoole, Molatlhegi T. 3 Semetsky, Inna 21 Shariff, Shaheen 14 Shel, Tammy A. 12 Shelton, Brett E. 16 Shimizu, Yoshinori 27 Sirozi, Muhammad 3 Skorikov, Vladimir B. 8 Skovsmose, Ole 27 Smit, Ben H. J. 34 Smith, David Geoffrey 20 Smith, Tracey J, 33 Springgay, Stephanie 1 Stromquist, Nelly P. 5 Sumsion, Jennifer 32 Sünker, Heinz 21 Suoranta, Juha 22 Taylor, George R. 2 Taylor, Neil 28 Teichler, Ulrich 7 Teubal, Eva 26 Tolchinsky, Liliana 26 Thomas, P.L. 20 Tidwell, Deborah 37 Tobin, Kenneth 2, 30, 36 Tolchinsky, Lilliana 26 Tonso, Karen L. 31 Torres, Carlos A. 14 Towne, Douglas M. 17 Traianou, Anna 31 Treagust, David 15 Tröhler, Daniel 23 Turcsányi-Szabó, M. 16 Vaish, Viniti 12 Van den Heuvel-Panhuizen, Marja 25 Van der Veen, Ruud 13 Van Swet, Jacqueline 34 Vaz, Ana 17 Von Glasersfeld, Ernst 28 Wahab, Amar 10 Waks, Leonard J. 18 Walshaw, Margaret 23 Wexler, Philip 9 Wildemeersch, Danny 13 Wiley, David A. Williams, Roger L. 6 Wineberg, Timothy W. 33 Xie, Xuehui 25 Yelland, Nicola 16 Youngblood, Janet 13 Zandvliet, David 17, 30 Zellermayer, Michal 33 Zembylas, Michalinos 19



RESEARCHING EDUCATION: Visually Digitally ­ Spatially

Julianne Moss, University of Melbourne, Australia This book is aimed at researchers in education who are looking for the take up of bold visions in educational research through visual, digital and spatial knowing. Drawing from research conducted by experienced researchers and graduate students in Australia, through visual methods the book presents work that is at the forefront of working with innovative qualitative research methodologies theoretically and practically. The book shows the possibilities, problems and researcher responses to working with image through complex theoretical territory such as Actor network theory, Deleuzian theory, feminist and poststructuralist methods, positioning theory and narrative theory. All chapters have in common, a response to issues that broadly can be defined as the issues of education that prove to be deep seated and troubling and show a concern for critically orientated scholarship. The book moves across the stages of education from early childhood, middle years, secondary schooling to higher education. A provocative and lively introduction frames the field of visual methods for education resarchers. With visualtiy in mind, issues such as researcher and participant identity, what is contributed or lost when we democratise the research process and ethial issues of working globally are discussed. By getting underneath the cover story of educational research, the contribution is an accessible and concise account of educational research that confronts current issues of curriculum and pedagogy and is useful for those new to qualitative research and visual methods.

2008, 268 pages ISBN 978-90-8790-232-2 hardback USD147/EUR135 ISBN 978-90-8790-231-5 paperback USD49/EUR45


tools, technologies, and theories have changed what it means to do science, to engage in scientific inquiry and to describe science as a way of knowing. Advances in `science studies' disciplines are updating views about the nature of scientific inquiry. Advances in the cognitive and `learning sciences' are altering understandings about knowledge acquisition, meaning making, and conditions for school learning. The conference papers, commentaries and panel reflections advance novel views about both children's learning and the nature of science.

2008, 380 pages ISBN 978-90-8790-272-8 hardback USD99/EUR90 ISBN 978-90-8790-271-1 paperback USD49/EUR45


Rosalind E. Hurworth, University of Melbourne, Australia Over the past two decades there has been a plethora of book for students about how to tackle Qualitative Research (QR), but absolutely nothing on how to teach it! This book attempts to redress the imbalance by presenting a history of what is known about QR teaching, as well as to bring alive current QR teaching and learning through a set of Australian and British case studies. Courses visited were located within a variety of disciplines (including Education, Sociology, Anthropology, Nursing, Psychology, Communications and Evaluation), were taught by both experienced and inexperienced lecturers, were either presented alone or in pairs, took place in a range of institutions. lasted from seven weeks to a year and involved from 15 to over 100 students. It emerged, however that, no matter what the context, several common issues were raised such as: Should you teach theory, practice or both? How do you determine a curriculum for a QR course? What is the best way to manage student projects? How should students of QR be assessed? In what ways can the constraints of University structures be confronted? and How can lecturer deficiencies in training and experience be overcome? To answer such questions, Professor Hurworth draws deftly from personal observations and rich conversations with both lecturers and students from all the courses described. As a result many practical ideas for moving the teaching and learning of QR forward, are suggested.

2008, 268 pages ISBN 978-90-8790-204-9 hardback USD147/EUR135 ISBN 978-90-8790-203-2 paperback USD49/EUR45

TEACHING SCIENTIFIC INQUIRY: Recommandations for Research and Work

Richard A. Duschl, Rutgers University, USA and Richard E. Grandy, Rice University, USA (Eds.) What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Inquiry Science presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American `science studies' and `learning science' scholars. The conference goal: forge consensus views about images of inquiry that could inform teaching science through inquiry. The conference outcomes: recommendations for "Enhanced Scientific Method", "Extended Immersion Units of Instruction", and "Teacher Professional Development Models". The edited volume will appeal to individuals interested in science learning as well as the design of learning environments. Scholars, policy makers, teacher educators and teachers will find this volume's recommendations provocative and insightful. Twentieth century scientific advances with new


Stephanie Springgay Pennsylvania State Rita L. Irwin, Carl Leggo and Peter Gouzouasis (eds.) University of British Columbia, Canada Being with A/r/tography is a collection of essays that explain and exemplify the arts-based research methodology called a/r/tography. Edited by four scholars who are artists, researchers, and teachers (a/r/tographers), this book is a methodology book for practitioners in arts-based educational research. In addition to an introductory essay which



DOING TEACHER-RESEARCH: A Handbook for Perplexed Practitioners

W.-M. Roth, Applied Cognitive Science, University of Victoria, Canada There are many teachers who think about doing research in their own classes and schools but who are perplexed by what appears to be involved. This book is intended for these perplexed practitioners, to provide them with an easily understandable narrative about the concrete praxis of doing research in their classrooms or in those of their teacher peers teaching next door or in the same school. The fundamental idea underlying this book is to provide an easily accessible but nevertheless intellectually honest text that allows teachers to increase their agency with respect to better understanding their praxis and the events in their classrooms by means of research. The author draws on his experience of doing teacher-research while being a high school teacher and department head. Roth uses six concrete research studies that he has conducted alone or with peers to describe the salient parts of any teacher-researcher investigation including: what topic to study; issues of ethics and permissions from students, school, and parents; how and what sources to collect; how to structure resources; how to construct data from the materials; how to derive claims; and how to write a report/research study. Roth chose the case-based approach because cases provide the details necessary for understanding why and how he, as teacher-researcher, has made certain decisions, and what he would do differently today.Using this case-based approach, he allows readers to tie methods choices to situations that they likely are familiar with.

2007, 304 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 16 ISBN 978-90-8790-062-5 hardback USD147/EUR135 ISBN 978-90-8790-061-8 paperback USD32.50/EUR29.85

contextualizes and theorizes the methodological framework of a/r/tography, the book is divided into three main thematic sections that are integral to a/r/tographical research: (1) self-study and autobiography; (2) communities of a/r/tographic practice; (3) ethics and activism. The book concludes with a consideration of issues related to assessment, validity, and interpretation. Being with A/r/tography will be an excellent core text in graduate courses that focus on arts-based educational research, as well as a valuable text in pre-service teacher education programs. The book will also be significant for qualitative research courses in all the social sciences and the health sciences, including communication studies, nursing, counseling psychology, and arts therapy. The book provides a clear and comprehensive introduction to a/r/tography. Even though a/r/tography as a research methodology is relatively new in the scholarly field, Being with A/r/tography spells out how scholarly practitioners who are artists and researchers and teachers have been pursuing this kind of research for a long time.

2007, 316 pages ISBN 978-90-8790-263-6 hardback USD147/EUR135 ISBN 978-90-8790-262-9 paperback USD49/EUR45

DEMYSTIFYING RESEARCH: A Primer for Novice Researchers

Cynthia L. Jackson, Univ. of the Virgin Islands and George R. Taylor, Coppin State Univ., Maryland, USA The Primer is a practical resource for education and social science beginner researchers who can be tentative about how to begin their research projects and find the detailed research books overwhelming, initially. Central to the Primer is a process, developed by Jackson, to guide beginner researchers in conceptualizing and framing a research project. The process, information, examples and exercises were field tested with over 100 doctoral students in dissertation proposal development courses. The contents have proven successful in meeting beginners' initial needs. Written in nontechnical language, readers are guided incrementally through the complexities of focusing a research study, and how to address the initial problems they can encounter when embarking on the research journey. Part I provides preliminary considerations about research and being a researcher. Part II describes ways of thinking about conceptualizing and framing a research study. Part III contains a comparative overview of the quantitative and qualitative research approaches, and highlights some of the research methods associated with each. Part IV assists novice researchers in becoming familiar with data sources for research, contents of a research proposal and a research report, and answers procedural questions that are frequently asked.

2007, 140 pp ISBN 978-90-8790-068-7 hardback USD147/EUR135 ISBN 978-90-8790-067-0 paperback USD39/EUR35

DOING EDUCATIONAL RESEARCH: A Handbook Kenneth Tobin, The Graduate Center, City University of New York, USA and Joe Kincheloe, McGill University, Montreal, Canada Doing Educational Research explores a variety of important issues and methods in educational research. The editors and authors believe that there is a need for a handbook on educational research that is both practical as it introduces beginning scholars to the field and innovative as it pushes the boundaries of the conversation about educational research at this historical juncture. In this collection the editors and authors explore a variety of topics from methodologies such as ethnography, action research, hermeneutics, historiography, psychoanalysis, literary criticism to issues such as social theory, epistemology, and paradigms. Readers will be pleased with the way the book addresses complex topics in an accessible and readable manner.

2007, 480 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 1 ISBN 978-90-77874-01-1 hardback USD147/EUR135 ISBN 978-90-77874-48-6 paperback USD49/EUR45



W. -M. Roth, University of Victoria, Canada The author takes readers on a journey of a large number of issues in designing actual studies of knowing and learning in the classroom, exploring actual data, and putting readers face to face with problems that he actually or possibly encountered, and what he has done or possibly could have done. The author shows how one writes very different studies using the same data sources but very different theoretical assumptions and analytic technique. The book is organized around six major themes (sections), in the course of which it develops the practical problems an educational researcher might face in a large variety of settings. The book was written to be used by upper undergraduate and graduate students taking courses in research design and professors who want to have a reference on design and methodology.

2005, 508 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 3 ISBN 978-90-77874-05-9 hardback USD147/EUR135 ISBN 978-90-77874-49-3 paperback USD49/EUR45


science sky. More and more researchers are discontent with mono-method concepts for their research projects. They are trying new ways in combining or integrating different methods and methodological approaches. There are two debates in this field: the qualitative * quantitative controversy and the one-method * multi-method discourse. This book discusses those controversies and tries to give some reasons and examples for overcoming mono-method research in psychology. We think the discussion of methodological topics should not be divided from specific research projects. Only in the context of a concrete research question it makes sense to consider adequate research methods. So the volume presents examples of mixed methodologies from different fields in psychology and education, from psychiatry to organisational psychology, from learning studies to media analysis. The book is adressed to all students, researchers and methodological interested people in social sciences and especially in psychology.

2007, 252 pages ISBN 978-90-8790-042-7 hardback USD147/EUR135 ISBN 978-90-77874-73-8 paperback USD49/EUR45


W. -M. Roth (ed.), University of Victoria, Canada In a number of academic disciplines, auto/biography and auto/ethnography have become central means of critiquing of the ways in which research represents individuals and their cultures. Auto/biography and auto/ethnography are genres that blend ethnographic interests with life writing and they tell about a culture at the same time they tell about an individual life. This book presents educational researchers, in exemplary form, the possibilities and constraints of both auto/biography and auto/ethnography as methods of doing educational research. The contributors to this volume explore, by means of examples, auto/biography and auto/ethnography as means for critical analysis and as tool kit for the different stakeholders in education. The book was written to be used by upper undergraduate and graduate students taking courses in research design; because of its practical approach, it is highly suitable for those contexts where research methods courses do not exist. The audience also includes professors, who want to have a reference on design and methodology, and those who have not yet had the opportunity to employ a particular method.

2005, 448 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 2 ISBN 978-90-77874-51-6 hardback USD147/EUR135 ISBN 978-90-77874-04-2 paperback USD49/EUR45



Hans De Wit, Windesheim Hogeschool, The Netherlands, Pawan Agarwal, Minorities Development and Welfare Department, India, Mohsen Elmahdy Said, Ministry of Higher Education, Egypt, Molatlhegi T.Sehoole, University of Pretoria, South Africa and Muhammad Sirozi, Graduate Studies Program of IAIN, Indonesia (Eds.) Student mobility is the most important factor in the internationalization of higher education. In this book, existing assumptions will be questioned: that mobility is primarily South-North and North-North, and that South-South flows are rather marginal; that the economic rationale has become so dominant that there are nearly no other motives to be found anymore; and that the growing presence of national and international providers of higher education, and opportunities for distance education, reduce the need for international student mobility. The dynamics of international student circulation will be analyzed on the basis of four countries (Egypt, India, Indonesia and South Africa), which are perceived to be primarily on the sending side of student mobility, and Europe and the USA, which are perceived to be primarily but not exclusively on the receiving side. These case studies will be placed in the context of broader developments in the internationalization of higher education, and related to definitions, methodological issues and global data, as used by UNESCO, OECD and others. This study has been undertaken by five scholars from different parts of the world in the context of the 2005-2006 New Century Scholars Programme 'Higher Education in the Twenty- First Century', of the Fulbright Programme. The book will be of


Philipp Mayring University of Klagenfurt, Austria Guenter L. Huber, Leo Gürtler and Mechthild Kiegelmann Universität Tübingen, Germany Mixed Methodology is a new star in the social



societies. A wide diversity of educators, policymakers and corporate representatives who are dependent on innovation as the well-spring of their success will benefit from the perspectives provided by this volume. The contributors' critical analyses will be of value to higher education faculty and administrators; government officials interested in innovation, education policy, and national economic and workforce development; CEOs and other officials from the online education community and high tech corporate industries. Recent focus in all three countries on higher education as a resource for national economic advancement makes the book especially timely.

2008, 296 pages ISBN 978-90-8790-237-7 hardback USD99/EUR90 ISBN 978-90-8790-073-1 paperback USD49/EUR45

relevance for both researchers and practitioners on globalization and the internationalization of higher education.

2008, 276 pages Global Perspectives on Higher Education ISBN 978-90-8790-259-9 hardback USD147/EUR135 ISBN 978-90-8790-258-2 paperback USD49/EUR45

TOWARDS GLOBO SAPIENS: Transforming Learners in Higher Education

Patricia Kelly, University of Tasmania, Australia Global and local studies show that the present growth-based approach to development is unsustainable. If we are serious about surviving the 21st century we will need graduates who are not simply 'globally portable' or even 'globally competent', but also wise global citizens, Globo sapiens. This book contributes to what educators need to know, do and be in order to support transformative learning. The book is based on work with large, socially and culturally diverse, first-year engineering students at an Australian university of technology. It shows that reflective journals, with appropriate planning and support, can be one pillar of a transformative pedagogy which can encourage significant and even transformative attitude change in relation to gender, culture and the environment. It also offers evidence of improved communication skills and other tangible changes to counter common criticisms that such work is "airy-fairy" and irrelevant. The author combines communication theory with critical futures thinking to provide layered understandings of how transformative learning affected students' thinking, learning and behaviour. So the book is both a case-study and a detailed response to the personal and professional challenges that educators all over the world will face as they try to guide students in sustainable directions. It will be useful to teachers in higher education, especially those interested in internationalisation of the curriculum, transformative learning and values change for sustainable futures.

2008, 212 pages Educational Futures volume 16 ISBN 978-90-8790-293-3 hardback USD99/EUR90 ISBN 978-90-8790- 292-6 paperback USD49/EUR45

INTELLECTUAL ADVANCEMENT THROUGH DISCIPLINARITY: Verticality and Horizontality in Curriculum Studies

William F. Pinar, University of British Columbia, Canada Skepticism toward disciplinarity, William F. Pinar points out, is etched deeply in the U.S. field, drawn by progressive education's efforts to reconfigure the school curriculum as child-centered and/or as focused on social reconstruction. Skepticism toward disciplinarity had also been affirmed by Bobbitt and Charters' positioning of adult activity as the organizer of the school curriculum. Add to these historical dispositions the contemporary legitimation crisis of the academic disciplines and the rage for interdisciplinary, trans-disciplinary, post-disciplinary ­ anything but disciplinary ­ research and curriculum becomes intelligible. The intellectual labor of understanding constitutes the discipline of disciplinarity. Through the discipline of disciplinarity one contributes to the field's intellectual advancement and to one's own. Appreciating the centrality of disciplinarity to intellectual advancement requires us, Pinar argues, to replace Schwab's syntactical and substantive structures of the disciplines. Focused on methodology and the concepts research methodology generates, Schwab's schema was more appropriate to the natural and socialbehavioral sciences than it is to the humanities and the arts. Pinar replaces these with two structures more appropriate to a discipline associated with the humanities and the arts and focused on the education of the public: horizontality and verticality. Explicating Spivak's notion of "planetarity" to specify the structures of subjectivity these structures of disciplinarity invite, Pinar illustrates these concepts through introductions to the scholarship of Ted Aoki, Tom Barone, Mary Aswell Doll, Maxine Greene, James Henderson, Dwayne Huebner, Rita Irwin, David Jardine, Kathleen Kesson, James B. Macdonald, Janet Miller, Marla Morris, Alice Pitt, William Reynolds, John Weaver, among others. Of significance to all specializations in the broad and fragmented academic field of education, Intellectual Advancement through Disciplinarity provides the intellectual tools by means of which education scholars worldwide can participate in the complicated conversation that is internationalization


Robert L. DeHaan and K.M. Narayan Emory

University, Atlanta, USA

In Education for Innovation: Implications for India, China and America, distinguished thought leaders explore cutting-edge questions such as: Can inventiveness and ingenuity be taught and nurtured in schools and colleges? What are the most effective educational strategies to promote these abilities? How are vibrant economies driven by innovation? What is the relationship between education for innovation and national competitiveness or economic development? Focusing on the Worlds' three most populous countries and largest economies, this book provides a forum for international experts to address a range of critically important issues related to higher education and its role in creating innovative


in order to contribute to the intellectual sophistication of their nationally distinctive fields. William F. Pinar teaches curriculum theory at the University of British Columbia, where he holds a Canada Research Chair and directs the Centre for the Study of the Internationalization of Curriculum Studies.

2008, 264 pages Transgressions: Cultural Studies and Education volume 19 ISBN 978-90-8790-237-7 hardback USD147/EUR135 ISBN 978-90-8790-236-0 paperback USD39/EUR35


PROSPECTS OF HIGHER EDUCATION Globalization, Market Competition, Public Goods and the Future of the University

Simon Marginson, Centre for the Study of Higher Education, University of Melbourne, Australia As common global problems accumulate, research and higher education become ever more vital. At the same time global convergence is transforming the prospects of higher education institutions. Local and national affairs are no longer the ultimate horizon, creating much scope for cross-border initiative and invention in both knowledge and university strategy. Yet the new freedoms are not experienced equally in all localities. Differences between nations are still determining. As the older barriers are stripped away this enhances the capacity of strong universities and systems to dominate the rest, though new players are emerging. There are many possible trajectories for the university. The future is open and the 22 authors in Prospects of higher education explore it from three perspectives: the world as a whole, the Americas, and particular localities and regions. Moving beyond nation-centered analysis of states and markets, Prospects uses concepts of public and private goods to map the potentials for global trade and university rankings, common knowledge benefits and multilateral policy action, national stratification and the wash-back effects in systems and institutions. Broad and imaginative, methodologically innovative and policy sharp, this book has much for government and university leaders, scholars of higher education and anyone interested in public policy.

2007, 252 pages Educational Futures volume 13 ISBN 978-90-8790-197-4 hardback USD147/EUR135 ISBN 978-90-8790-196-7 paperback USD49/EUR45

networked economy; second, it adopts poststructuralist perspectives in epistemology, politics and ethics to appraise the role of the contemporary university; third, it introduces the notion of 'development' in a critical fashion as a way of explaining its potentially new regional and international learning roles; fourth, it analyzes the rise of global science and the disciplines in the context of the global economy; and, finally, it raises Lyotard's 'logic of performativity' and the assessment of research quality within a neoliberal economy, linking it firmly to the question of freedom and the republic of science.

2007, 288 pp EDUCATIONAL FUTURES Volume 10 ISBN 978-90-77874-070-0 hardback USD147/EUR135 ISBN 978-90-77874-069-4 paperback USD39/EUR35


Nelly P. Stromquist Rossier School of Education, University of Southern California Globalization has profoundly affected the university. It has shaped what is being learned, the use of technologies in the classroom, the connectivity between professors and institutions nationally and worldwide, the conditions of academic work, the relationship between knowledge production and the market, and the lives and interactions of students and faculty. This book concentrates on a key figure in university life: the professoriate. It probes its conditions in a comparative perspective, bringing to the fore research findings from six countries with different historical trajectories, social visions, and degrees of insertion in capitalist modes of production: Denmark, South Africa, Mexico, Brazil, Russia, and Peru. Through each national study, common issues emerge, yet their particular contextual natures point to distinct developments. The contribution of this book resides in the coherence of all six studies, focusing on the impacts of globalization and systematically linking the massification of higher education to the emergence of detached, vulnerable professionals who face increasingly weak employment conditions, limited possibilities for advancement and governance, and a diminished professional identity--but who are also benefiting from increased cross-national contacts and easier access to knowledge.

2007 248 pages GLOBAL PERSPECTIVES ON HIGHER EDUCATION volume 8 ISBN 978-90-8790-084-7 hardback USD147/EUR135 ISBN 978-90-8790-083-0 paperback USD49/EUR45


Michael A. Peters, University of Illinois at UrbanaChampaign, USA Prophetically, almost thirty years ago Jean-François Lyotard forecast the end of the modern research university based on Enlightenment principles. He envisaged the emergence of technical institutes in the service of the information-rich global multinationals. This book reflects on the post-war Western university and its discourses charting the crisis of the concept of the modern university. First, it examines the university within a global

HIGHER EDUCATION IN THE NEW CENTURY: Global Challenges and Innovative Ideas

Philip G. Altbach Centre for International Higher Education, Lynch School of Education, Boston College, USA Patti McGill Peterson Institute for Higher Education Policy, Washington, DC, USA Higher education worldwide faces similar challenges--how to cope with globalization, the provision of access to underserved populations, and others. Higher Education in the New Century has



participation in exchange programme which saw a cohort from each University spend a year in the other. The interventions included changes in curricular and pedagogy, and the implementation of practices taken from one University in the activities of the other. The book will be of interest to educators interested in developing the curriculum and pedagogies of their institution to equip their students for the demands of the modern workplace; policy makers concerned with the economic impact of Universities; and researchers interested in the changing nature of higher education in a globalised world system.

2007 232 pages GLOBAL PERSPECTIVES ON HIGHER EDUCATION volume 4 ISBN 978-90-8790-040-3 hardback USD147/EUR135 ISBN 978-90-8790-039-7 paperback USD49/EUR45

identified six key challenges and has focused careful analysis on them. The topics are: · The academic profession · Access and equity · Higher education and social cohesion · Private higher education · International student circulation · The research university Each of these themes is analyzed by a group of international scholars in order to provide a multidisciplinary and cross-national perspective. This book stems from the Fulbright New Century Scholars Program--an international research project involving more than 20 countries. Because of its broad perspective, this book brings a fresh analysis to central issues. For example, the analysis of how universities can contribute to social cohesion in divided societies is unique. International student flows are discussed from a south-south perspective.

2007, 244 pages GLOBAL PERSPECTIVES ON HIGHER EDUCATION Vol. 10 ISBN 978-90-8790-199-8. hardback USD147/EUR135 ISBN 978-90-8790-198-1. paperback USD49/EUR45

FINANCING HIGHER EDUCATION: CostSharing in International Perspective

D. Bruce Johnstone, CIHE, Boston College, USA Public systems of higher education worldwide are caught between increasing public and private demand for their products, rising per-student costs, and flat or even declining governmental revenues. Thus, the fundamental condition of higher education, especially in the low and middle income countries, is dominated by the radically diverging trajectories of higher education costs and available governmental revenues, underscoring the worldwide search for other-than-governmental revenue sources for higher education. This is the higher educational austerity rationale for costsharing--which term reflects both the simple fact that the underlying costs of higher education are shared by governments (or taxpayers), parents, students, and philanthropists, as well as a description of a worldwide policy trend of these costs being increasingly shifted from governments to parents and students. They examine the worldwide shift in the burden of higher education costs from governments and taxpayers to parents and students, and the policies of grants, loans and other governmental interventions designed to maintain higher educational accessibility in the face of this shift.

2006, 330 pp GLOBAL PERSPECTIVES ON HIGHER EDUCATION Vol. 3 ISBN 978-90-879001-6-8 hardback USD147/EUR135 ISBN 978-90-879001-5-1 paperback USD49/EUR45

HIGHER EDUCATION: A Worldwide Inventory of Centers and Programs

Philip G. Altbach, Leslie A. Bozeman, Natia Janashia, and Laura E. Rumbley,Centre for International Higher Education, Boston College The field of higher education studies has expanded dramatically in recent years. This book provides a unique and comprehensive guide, including an inventory of 199 centers, programs, and institutes in the field, a essay analyzing the emergence and current status of higher education as an area of study, and a listing of 191 journals focusing on higher education. Together, these three resources constitute the more comprehensive overview of the field available anywhere.

2007, 356 pp GLOBAL PERSPECTIVES ON HIGHER EDUCATION Vol. 5 ISBN 978-90-8790-052-6 hardback USD147/EUR135 ISBN 978-90-8790-049-6 paperback USD49/EUR45


David Good Cambridge-MIT Institute, University of Cambridge, Suzanne Greenwald Cambridge-MIT Institute, Massachusetts Institute of Technology, Roy Cox Institute of Education, University of London and Goldman Department of Social and Political Science, University of Cambridge In 2000, the UK Government funded the establishment of the Cambridge MIT Institute (CMI) with the expressed purpose of improving the impact of UK Universities on the UK economy. The programme of work conducted by CMI covered the full range of activities in and this book reports on its educational activities. Through a regime of investigation, intervention and assessment, CMI advanced understanding of how the practices of both Universities contribute to the subsequent performance of their graduates as innovators and entrepreneurs in later life. The investigations began with an analysis of the impact on students of


Roger L. Geiger, Carol L. Colbeck, Roger L. Williams and Christian K. Anderson The Pennsylvania State University Public research universities are an integral part of American society. They play the leading role in educating future leaders in agriculture, engineering, the arts and sciences, humanities, business, education, and other professions. Public research universities generate the new products, processes, inventions, discoveries, insights, and interpretations that advance the human condition. The dominant centers of higher education in many states, public research universities are increasingly


looked upon as major engines of economic development. And, through outreach, they harness their human and intellectual capital to serve their sponsoring societies. Yet state investment in public higher education is faltering and the role of public higher education is an area of ongoing debate. This flagging support, along with the growing perception that higher education is a private benefit rather than a public good, has put public research universities at a crossroads. With chapters by leading scholars, this book tackles these challenging issues--on learning resources; on competition; on the public and private benefits of public research universities; and on how best to create an environment for engaged learning. It brings into one collection informed arguments on the key issues facing the American public research university and serves as a valuable resource to students, scholars, and policy makers who are concerned about the future of these national assets.

2007, 252 pages Global Perspectives on Higher Education volume 6 ISBN 978-90-8790- 048-9 hardback USD147/EUR135 ISBN 978-90-8790- 047-2 paperback USD49/EUR45


decades of research, aims to show actual trends in the development of higher education systems. It describes the policy debates in an broad range of countries. Moreover, it provides an overview of varying concepts aiming to explain the dynamics of structural developments. The author shows that comparative perspectives and the search for an internationally "best" or "most modern" solutions at times lead to convergent trends. However, specific policy options dominating and specific traditions of higher education tend to reinforce an international variety of patterns of higher education systems. This book invites readers - policy makers and practitioners in the area of higher education as well as scholars and graduate students - to look beyond the idiosyncrasies of national debates and beyond the "Zeitgeist" of currently fashionable international debates (e.g. Bologna process", "ranking" of "world class universities") and to consider both persistent tensions and changing conditions underlying the extent and the kind of "diversity" opted for on individual countries.

2007, 300 pages Global Perspectives on Higher Education volume 9 ISBN 978-90-8790- 138-7 hardback USD147/EUR135 ISBN 978-90-8790- 137-0 paperback USD49/EUR45

TRADITION AND TRANSITION: The International Imperative in Higher Education

Philip G. Altbach, Centre for International Higher Education, Boston College A global and comparative perspective is central to understanding the rapidly changing world of higher education. Tradition and Transition analyzes many of the key themes of academic change in the 21st century. It brings a unique comparative approach, citing examples from many national contexts to illustrate themes. Among the topics considered are the logic of mass higher education, globalization and inequality, the role of research universities, academic freedom, private higher education, and the academic profession and its problems. These topical chapters are accompanied by in-depth discussions of Asia and Africa.

2007, 292 pp GLOBAL PERSPECTIVES ON HIGHER EDUCATION Vol. 7 ISBN 978-90-8790-054-4 hardback USD147/EUR135 ISBN 978-90-8790-053-3 paperback USD49/EUR45


Philip G. Altbach, CIHE, Boston College and D. C. Levy, Univ. Of New York at Albany(eds.) This book helps to highlight trends and realities of private higher education around the world. We have organized the book into two sections. The first deals with international trends and issues, while the second-much longer-section focuses on countries and regions. The majorityof the book's chapters concentrate on single countries. Authors have written from their own points of view. Some are critical of private higher education development, others express praise, whereas most offer objective observation and analysis.

2006, 316 pp GLOBAL PERSPECTIVES ON HIGHER EDUCATION Vol. 2 ISBN 978-90-77874-59-2 hardback USD147/EUR135 ISBN 978-90-77874-08-0 paperback USD49/EUR45

HIGHER EDUCATION SYSTEMS Conceptual Frameworks, Comparative Perspectives, Empirical Findings

Ulrich Teichler International Centre for Higher Education Research Kassel, Germany In economically advanced countries the shape and the size of higher education systems vary substantially. In some countries, access becomes almost universal whereas in others, only about one third in the corresponding age groups enrol. All higher education systems are diversified, but formal dimensions, such as types of institutions or levels of study programmes and degrees play different roles and informal dimensions are by no means irrelevant. In some countries, the hierarchy according to quality and reputation is steep and in others relatively flat. Profiles of individual institutions and programmes might be striking or superficial. This book, based on more than three


Francesca B. Purcell, Robin Matross Helms & Laura Rumbley Centre for International Higher Education, , Boston College This book is a pioneering venture. It is the first effort to provide an international inventory of women's universities and colleges. Apart from providing such inventory the book intends to raise questions and suggest new ways of improving the education of women worldwide. It is an invitation to network and to create a community of institutions with a common purpose and orientation. It is hoped especially that women's institutions in the 'north' , and especially in the United States, can use this resource to link up with counterpart colleges and universities in developing countries.





2006, 380 pp CAREER DEVELOPMENT SERIES 1 ISBN: 978-90-77874-13-4 paperback US$49.00/ 45.00 ISBN: 978-90-77874-63-9 hardback US$147.00/ 135.00

ISBN 978-90-77874-58-5 hardback USD147/EUR135 ISBN 978-90-77874-02-8 paperback USD49/EUR45


Vladimir B. Skorikov, University of Hawaii at Hilo, USA and Wendy Patton, Queensland University of Technology, Australia In the past few years, many career theorists have noted the dearth of literature in the area of career development in childhood and adolescence. A growing need for integrating theory and research on the early stages of vocational development within a systemic, life-span developmental approach has been articulated. This volume, the first book dedicated to career development of children and adolescents, provides a broad and comprehensive overview of the current knowledge about the key career processes that take place in this age group. Each of the eighteen chapters represents an in-depth examination of a specific aspect of career development with a focus on integrating modern career theory and ongoing research and further developing theory-practice connections in understanding child and adolescent career behaviour. Twenty-six authors, leading experts from eight countries, provide a state-ofthe-art summary of the current thinking in the field and outline directions for future empirical work and practice.

2008, 360 pages CAREER DEVELOPMENT SERIES volume 2 ISBN 978-90-8790-160-8 hardback USD147/EUR135 ISBN 978-90-8790-159-2 paperback USD49/EUR45

Tina Besley, University of Illinois at UrbanaChampaign, USA Using the work of Foucault, this study examines changing notions of the self and identity and how psychological and sociological discourses have conceptualized and constituted adolescence/youth as the primary client in school counseling. Case studies of mental hygiene films in the United States and a moral panic in New Zealand are used to examine how youth were morally constituted in the postwar period--a time when guidance counseling emerged in Western countries such as the United States, the United Kingdom, Australia, Canada, and New Zealand. The author uses Foucault's notion of governmentality to critically examine how counseling professionalized itself as a disciplinary body. This book is targeted at practicing counselors, counseling students and counselor theoreticians. It will also find audiences with graduate students in youth studies and those interested in the work and applications of Michel Foucault.

2006, 254 pages ISBN: 978-90-77874-11-0 paperback US$49.00/ 45.00



Tibbi Duboys, School of Education, Brooklyn College of the City University of New York, USA Paths to Teaching the Holocaust edited by Tibbi Duboys is an important new book. It offers contributions by childhood, middle and secondary teacher educators from various regions and universities in the continental United States. The array of material is a strength of this unique book. Some contributors write about ways in which they infuse existing courses with Holocaust materials, while others focus on where and when to begin the education of their students with respect to genocide. Curriculum and instruction are examined from the perspective of existing research. Preparing oneself to teach the material and personal teaching style are presented in ways that will be helpful both to new and to experienced teachers and those interested in the kinds of questions embedded in this material. Educators and others will see how events focused upon in the Holocaust are connected to violations of human rights and social justice committed during the period of National Socialism. Readers are reminded of the approximate nature of knowledge when it is not born of lived experience, and are invited to raise questions about the Holocaust and other genocides. The varied nature of the chapters offers a platform for engaging in discourse likely to pique the interest of people who have limited experience with the topic, and of those whose knowledge may be rich and of long standing. Teachers often seek to bridge the gap between


Wendy Patton, Queensland Univ. of Technology, Australia and Mary McMahon, Univ. of Queensland, Australia

The Systems Theory Framework was developed to produce a metatheoretical framework through which the contribution of all theories to our understanding of career behaviour could be recognised. In viewing the field of career theory as a system, open to changes and developments from within itself and through constantly interrelating with other systems, the STF and this book is adding to the pattern of knowledge and relationships within the career field. The contents of this book will be integrated within the field as representative of a shift in understanding existing relationships within and between theories. In the same way, each reader will integrate the contents of the book within their existing views about the current state of career theory and within their current theorypractice relationship. This book should be required reading for anyone involved in career theory. It is also highly suitable as a text for an advanced career counselling or theory course.


theory and practice, and will find the References of each writer an invaluable resource. The contents of Paths to Teaching the Holocaust will be useful to educators and others concerned with oppression, human rights and social justice.

2008, 192 pages Transgressions: Cultural Studies and Education volume 21 ISBN 978-90-8790-383-1 hardback USD147/EUR135 ISBN 978-90-8790-382-4 paperback USD39/EUR35


critical ones, ever listen?" This book is likely to provoke and influence discussion on racial antagonism for a long, long time to come.

2007, 208 pages Transgressions: Cultural Studies and Education volume 21 ISBN 978-90-8790-277-3 hardback USD147/EUR135 ISBN 978-90-8790-276-6 paperback USD49/EUR45


Leonard A. University Annetta, North





SYMBOLIC MOVEMENT: Critique and Spirituality in Sociology of Education

Philip Wexler, The Hebrew University of Jerusalem, Israel This is a book about sociology of education ­ past, present and future. In the first section the author chronicles and specifies the changes in the field, in a reflexive sociology of education, tracing the path out of liberalism, through radicalism and postmodernism, to an emergent new age stance in understanding education in society. Section two looks in more detail how these movements have actually worked in education and society. The third section places the historical, macrosocial analysis of education and society on the smaller, more everyday screen of school life. Based on the author's studies in high school, the question of identity and education is the fulcrum for a series of concrete studies or school portraits, which connect public social change and more personal, everyday life and identity with the social process of schooling. The final section probes the new age theme. Questions of spirituality, rationality, magic, mysticism and sublimation are related to changes both in education and in sociology of education. What does it mean to do educational research in a re-sacralized, mystical society? And, does a new theory of sociology of education emerge on a Weberian rather than Durkheimian-functionalist or Marxist-radical view of the directions and reversals that begin in modernity and become more evident in our times?

2007, 264 pages ISBN 978-90-8790-265-0 hardback USD147/EUR135 ISBN 978-90-8790-264-3 paperback USD39/EUR35

Serious Educational Games: From Theory to Practice focuses on experiences and lessons learned through the design, creation and research in the Serious Education Games Movement. Serious Games is a term coined for the movement that started in 2003 for using commercial video game technology for teaching and learning purposes. This book presents a collection of work that bridges the theory behind Serious Educational games and cutting edge research coming from many aspects in the field. The authors all have experienced Serious Games in education in their research and/or through personal game play. While the literature base for educational games is growing at alarming rates, a theoretical framework by which future research will be conducted and practical examples of established work and work that continues to is the crux of this volume. This book is not all encompassing of the work being done with educational games but rather it provides lessons from the field in tangible projects. This book takes the reader through why Serious Games need to be used in K-12 education, the theory underlying why games work for teaching and learning, and how Serious Games are being used and researched.

2008, 92 pages ISBN 978-90-8790-379-4 paperback USD24.50/EUR22.50

RACISTS BEWARE Uncovering Racial Politics in Contemporary Society

George J. Sefa Dei University of Toronto, OISE, Canada With admirable clarity and directness, George Dei exposes the tendency towards the racial refeudalization of the contemporary public sphere in Canada and, by association, other post-industrial societies. He points to the enormous opportunity costs imposed on racial minorities in the new millennium as a consequence. In RACISTS BEWARE: UNCOVERING RACIAL POLITICS IN THE POSTMODERN SOCIETY, Dei identifies and subjects to close scrutiny the new race-bending logics of what he calls "postmodern" societies in which the dwellers of the suburbs and members of the itinerant white professional middle class (the great beneficiaries of late capitalism and neoliberalization of the economy) now have become the new social plaintiff turning the complaint of racial inequality and discrimination on the heads of those most oppressed. If Gayatri Spivak asks "Can the subaltern speak?" then Dei brilliantly poses the question: "When will Anglo-dominant groups, even


Jarmo Houtsonen and Ari Antikainen University of Joensuu, Finland Culture and power are among the most passionately argued concepts and ideas in the field of social sciences. In this book the relation between culture and power is examined through the concept of symbolic power. The essays in this multifaceted book examine the past and present forms of symbolic power in different geographical contexts, institutions and fields of social action. The book is organized into four major parts. The first part, Symbolic (Mis)representations of Reality, focuses on the concept of symbolic power, classification as a strategy of symbolic manipulation, the authority of first person narration, and the emergence of the "precariat" in metropolises. The second part, Transforming State,



EXPANDING WAISTLINES: An Educator's Guide to Childhood Obesity

David Campos, University of the Incarnate Word, USA Many health experts agree that childhood obesity is an epidemic in the modern world. In the United States alone, government data suggest that the number of overweight or obese children is nearly triple the number of 1980, and there are no signs that this incidence is decreasing. Information like this cannot be ignored or trivialized because excess weight can prove damaging to general wellness. Indeed, overweight or obese children and youth risk a wide range of medical complications. Extra pounds can also negatively impact their well-being, which can cause long-term mental health problems. In short, if the childhood obesity crisis is left forsaken, an unprecedented generation of youth will have a diminished quality of life. Expanding Waistlines is ideal for child advocates and youth-serving professionals who seek to learn more about childhood obesity. A prominent feature of Expanding Waistlines is that each chapter poses a series of questions relevant to school personnel, such as: · What can I do at my school and in my classroom? · How should I approach my students who are overweight or obese? · What are some key elements I should look for when evaluating a potential program? Specifically, the book explores the factors that contribute to obesity in society and the associated risks of excess weight on children and youth. Subsequent chapters discuss how to promote healthy eating practices and regular physical activity at school and home. The final chapters report on specific resources. Expanding Waistlines also features the latest demographic data, BMI calculations and classifications, recommended guidelines for health, Wellness Policy requirements, and food label information.

2007, 208 pp TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Volume 17 ISBN 978-90-8790-207-0 hardback USD147/EUR135 ISBN 978-90-8790-206-3 paperback USD39/EUR35

Education and Childhood, deals with the profound changes in the European welfare state and its relation to childhood, and educational systems. The third part, Cultures and Agency in Changing Contexts, sheds light on the minority language issues in Europe, the position of young female immigrants in Israeli religious schools, the prevailing Chinese culture that prefers sons to daughters, the Finnish fashion industry in a global squeeze, and Australian sense of dwelling place and habitus. The final part, Emerging Identities of Intellectuals in Globalizing World, examines the nature and characteristics of intellectuals in India, the meeting of the Occident and the Orient in Tangier at the beginning of the 20th century, and the potential significance of the highly educated diaspora for socio-economic development. The writers are internationally renowned social scientists from three continents. Editors Jarmo Houtsonen and Ari Antikainen work at the Department of Sociology at the University of Joensuu in Finland. This book is dedicated to professor M'hammed Sabour.

2007, 256 pages ISBN 978-90-8790-265-0 hardback USD147/EUR135 ISBN 978-90-8790-264-3 paperback USD49/EUR45

LEORNADO'S VISION: A Guide to collective Thinking and Action

Valerie A. Brown,

Australian National


"In this rich treasure trove of historical inspiration, contemporary ideas, and future-orientedhow-to's, Valerie Brown has brought together a lifetime of work synthesizing science, partici-patory processes, and action for sustainability. A seasoned explorer, she moves effortlesslybetween disciplines as she describes a comprehensive approach to tackling the great chal-lenges of our time -- together. Because together is the only way they can be tackled. Read,learn, and act." Alan AtKisson, author, Believing Cassandra, and Executive Director, Earth Charter International. "Leonardo's Vision is essential reading for all those wishing to capture the emerging opportu-nity for collective thinking and action. The book provides a number of rigorous models andprocesses drawing on the author's extensive experience in supporting community effortstowards a sustainable future. I have learned that one should pay serious attention to any-thing that Valerie publishes and this is no exception." Charlie Hargroves, co-author, The Natural Advantage of Nations and Executive Director of The Natural Edge Project.

2007, 228 pp TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Volume 16 ISBN 978-90-8790-135-6 hardback USD147/EUR135 ISBN 978-90-8790-134-9 paperback USD39/EUR35

DIASPORIC RUPTURES: Globality, Migrancy, and Expressions of Identity

Alireza Asgharzadeh, York University, Canada Erica Lawson, The University of Nevada, Las Vegas, USA Kayleen U. Oka, University of Toronto, Canada Amar Wahab, University of Toronto, Canada(Eds.) Diasporic Ruptures: Globality, Migrancy, and Expressions of Identity lies at the intersections of various processes emerging from globalization: border-crossings, transnationalism, identity formations. Carefully selected and placed in two volumes, the essays here represent works of both well-seasoned scholars as well as emerging writers, academics and intellectuals. The volumes critically examine various manifestations of the trend now commonly known as globalization--manifestations that many diasporic communities, immigrants, and


people from all walks of life experience. They also illuminate recent political, social, economic and technological developments that are taking place in a rapidly changing world. Volume One offers sophisticated insights into the nature of contemporary formations of diasporic life, internationalism, and hybrid identities. The volume asks bold questions around what it means to live in constantly shifting boundaries of nationality, identity, and citizenship. The type of methodological, discursive and experiential awareness promoted by this work helps us understand how millions of people face the challenge of living in a globalizing world; it also fosters a consciousness of how globalization itself functions differently in different environments.

2007, 172 pp TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Volume 7 ISBN 978-90-8790-064-9 hardback USD147/EUR135 ISBN 978-90-8790-063-2 paperback USD39/EUR35


their positions as White allies embracing a rigorous conceptual and analytical discourse in the social justice field is an important signal that White society must also become intertwined in the entrenched racism that infuses every aspect of our society. As Paul and Darren correctly point out, race is still a pivotal concern for everything that happens in society, and especially in schools. Excerpt from the Foreword by George J. Sefa Dei , Professor and Chair, Department of Sociology and Equity Studies, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) The Great White North? provides a timely and important mode of addressing and examining the contradictions of Whiteness, and also challenging its insinuation into the very pores of the Canadian social universe. While the context of the book is distinctly Canadian, there are urgent messages here on race and anti-racism for the international community. Carr and Lund have provided educators with a vibrant contribution to the critical anti-racist literature. This is a book that needs to be put on reading- lists across the disciplines! Peter McLaren, Professor, Graduate School of Education and Information Studies University of California at Los Angeles

2007 264 pages TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION volume 11 ISBN 978-90-8790-143-1 hardback USD147/EUR135 ISBN 978-90-8790-142-4 paperback USD49/EUR45

Volume Two addresses additional and more nuanced questions around culture, race, sexuality, migration, displacement and resistance. It also explores certain epistemological and methodological fallacies regarding conventional articulations of nation-state, nationalism, and the local/global nexus. The volume seeks to answer questions such as: What are the meanings and connotations of `displacement' in a rapidly globalizing world? What are some dilemmas and challenges around notions of cultural hybridity, linguistic diversity, and a sense of belonging? What is the meaning of home in diaspora and the meaning of diaspora at home? Together, the volumes raise many topics that will be of immense interest to scholars across disciplines and general readers. While celebrating the increasing acknowledgment of difference and diversity in recent times, this work reminds us of the ongoing ramifications of dominant structures of inequality, relations of power, and issues of inclusion and exclusion. This work offers different ways of thinking, writing and talking about globalization and the processes that emerge from it.

2007, 228 pp TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Volume 8 ISBN 978-90-8790-051-9 hardback USD147/EUR135 ISBN 978-90-8790-050-2 paperback USD39/EUR35

EDUCATION UNDER OCCUPATION The Heavy Price of Living on a Neocolonized and Globalized World

Pierre Orelus University of MassachusettsAmherst In this book, the author critically analyzes the ongoing and wide-ranging effects of colonialism and globalization on the poor, especially on those living in the "Third World." The author's overarching argument is that colonization was not merely about the conquest of foreign lands, but it was also about the ideological monitoring of the colonized's mind, often maintained through western hegemonic texts and institutional apparatus, such as schools and churches. Analyzing and situating colonialism in the context of western neo-liberal policy of occupation and economic, political, and ideological dominations, the author thus demonstrates how, through schools and the mass corporate media, neocolonized and occupied subjects have been miseducated to internalize and reproduce old western values, beliefs, and norms at the expense of their own.

2007 164 pages TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION volume 12 ISBN 978-90-8790-146-2 hardback USD147/EUR135 ISBN 978-90-8790-145-5 paperback USD39/EUR35

THE GREAT WHITE NORTH? Exploring Whiteness, Privilege and Identity in Education

Paul R. Carr Youngstown State University, USA and Darren E. Lund University of Calgary, Canada Naming Whiteness and White identity is a political project as much as an intellectual engagement, and the co-editors of this collection must be commended for creating the space for such naming to take place in public and academic discourses. Is it noteworthy to acknowledge that both Paul and Darren are White, and that they are overseeing this work on Whiteness? I believe that it is, not because others cannot write about the subject with clarity and insight, as is clearly evident in the diverse range of contributors to this book. Rather, naming


THE ETHICS OF CARING Bridging Pedagogy and Utopia

Tammy A. Shel


tensions between the so called `world language English' and Singapore's three other official languages, Tamil, Malay and Mandarin. This has been complicated, of course, by the challenges of vibrant regional dialects and the emergence of Singlish as a powerful medium of community life.

2007, 200 pages TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION volume 10 ISBN 978-90-8790-123-3 hardback USD147/EUR135 ISBN 978-90-8790-122-6 paperback USD49/45EUR

Caring is more than emotions and education is more than tests and grades. Violence, poverty, injustice and other sorts of atrocities can be diminished with astute humanist education that emphasizes the ethics of inclusive caring in any aspect of life. This book argues that the purpose of education is to primarily lay inclusive caring solid foundations in the hearts and minds of young people in order to advance humanity's welfare and humanist civilization, and to diminish violence and injustice in all aspects of life. Teaching through the ethics of caring, can potentially enhance the cultivation of inclusively caring and nurturing human beings as individuals, men and women and as critical self-reflective learners, scholars and leaders in the private and public spheres. The author followed five 3-5-grade teachers (two male and three female), who were identified as caring teachers, in three different schools (two public and one private) in Greater Los Angeles. Their diverse definitions of caring and education were explored along with the pragmatic challenges they had faced in their efforts to embed their philosophy in their pedagogies; in bridging pedagogy of caring and utopia. In addition, the author included the teachers' students' perspective on caring teachers and expectations. While some may argue that the ethics of caring are utopia, findings however suggest that there is space for pragmatic visions as well, through a pedagogy of caring. The following disciplines are included: philosophy, ethnography and gender theories.

2007 144 pages TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION volume 13 ISBN 978-90-8790-210-0 hardback USD147/EUR135 ISBN 978-90-8790-209-4 paperback USD39/EUR35

AN UNORDINARY DEATH...The Life of a Suicide Bomber

Khalilah Christina Sabra An Unordinary Death dramatizes social and individual despair in a most detailed way, utilizing fiction to describe facts with grim and vivid authenticity. The book is precise. It is not Al-Aqsa Suicide Brigade that transformed an innocent girl into a human deprecating weapon of destruction. It is not Al-Aqsa, which permitted a Palestinian girl to murder, first, a sense of ethical human recognition in her own heart, and next, her conscience which might have prevented her from directing her devastation outward to those she held in contempt. Basic training did not begin in a terrorist boot camp. It began in childhood and it continued with a vengeance for the duration of Jenna Hayat's life.

2006, 230 pp TRANGRESSIONS: CULTURAL STUDIES AND EDUCATION Volume 1 ISBN 978-90-77874-37-0 hardback USD147/EUR135 ISBN 978-90-77874-36-3 paperback USD24.50/EUR22.50


Pirkko Pitkänen University of Tampere, Finland and Devorah Kalekin-Fishman (Eds.) University of Haifa, Israel Once a rare phenomenon, multiple state membership and multinational citizenship has become almost commonplace with the rise in transnational mobility. This compilation analyses transnational participation focusing mainly on the interests of individual people and their transnational networks. The focus lies on the perceptions, attitudes, experiences and views on membership and participation of people with dual/multiple citizenship and individuals with multinational background who hold a single citizenship. Eight contributions present findings from the international research project Dual Citizenship, Governance and Education: A Challenge to the European Nation-State (DCE) conducted in 20022006 in Britain, France, Portugal, Germany, Finland, Greece, Estonia, and Israel.

2007, 200 pages ISBN 978-90-8790-079-3 hardback USD147/EUR135 ISBN 978-90-8790-078-6 paperback USD49/45EUR

LANGUAGE, CAPITAL, CULTURE Critical Studies of Language in Education in Singapore

Viniti Vaish, S. Gopinathan and Yongbing Liu (Eds.) Centre for Research in Pedagogy and Practice, National Institute of Education, Nanyang Technological University, Singapore Singapore has been taken by many researchers as a fascinating living language policy and planning laboratory. Language and education policy in Singapore has been pivotal not only to the establishment and growth of schooling, but to the very project of nation building. Since their inception, `mother tongue' policies have been established with two explicit goals. Firstly there is the development and training of human and intellectual capital for the expansion and networking of a Singaporean service and information economy. Secondly there is the maintenance of cultural heritage and values as a means for social cohesion and, indeed, the maintenance of community and regional social capital. These tasks have been fraught with tension and contradiction, both in relation to the conditions of rapid cultural, economic and political change in Asia and globally, but as well because of the



Klas Roth Stockholm Institute of Education, Sweden and Nicholas C. Burbules University of Illinois at Urbana-Champaign, USA This collection of essays by an outstanding international group of scholars examines the tensions between national, transnational, and postnational conceptions of citizenship, brought back always to the grounded question of citizenship education and how to go about it. The authors illuminate the complexity and subtlety of these issues, and offer helpful guidance for rethinking the meanings and values that inform our educational endeavours.

2007, 156 pages Educational Futures volume 7 ISBN 978-90-8790-044-1 hardback USD147/EUR135 ISBN 978-90-8790-043-4 paperback USD49/EUR45


ISBN 978-90-8790-145-5 paperback USD32.50/EUR29.85

A PHILOSOPHY OF CURRICULUM The Cautionary Tale of Simultaneous Languages in a Decentered World

Bryant Griffith Texas A & M University-Corpus Christi, Texas, USA Curriculum has become the new wonder word for our times. Even more, curriculum has become a concept, and an idea. This book provides a speculum mentis, a map of the mind, of modern curriculum theory to help trace the interactions between various forms of thought as they play out in contemporary schooling. This book is also about how the weaving of various forms of thought provides an umbrella of understanding about the nature of curriculum and perhaps a glimpse of human understanding.

2007 132 pages ISBN 978-90-8790-088-5 hardback USD147/EUR135 ISBN 978-90-8790-087-8 paperback USD32.50/29.85EUR


RESISTING QUALIFICATIONS REFORMS IN NEW ZEALAND: The English Study Design as Constructive Dissent

Terry Locke, University of Waikato, New Zealand

RESEARCH COLLABORATION Relationships and Praxis

Steve Ritchie, Queensland University of Technology, Australia Even though collaboration is entrenched in research practices, few studies have considered how the practice is enacted, among whom and to what effect. Reviewing the accounts of successful or productive collaborative-research teams in which collaborators report either concord or conflict in their relational dynamics, featured in this volume, leads to a deeper understanding of what it means to collaborate. The contributing authors explore their relationships and praxis in particular research collaborations that range from large interdisciplinary teams to intimate teams between university-based researchers who collaborate with teachers or students. Successes experienced by the contributors are discussed in terms of solidarity, emotional energy, trust, agency, power, and ethical praxis. It is clear from the studies reported here that despite recognized differences between researchers in teams, if they work with each other for each other, it is likely that they will build solidarity, and experience positive emotional energy and trust. The edited volume is relevant to both experienced and early career researchers.

2007 252 pages ISBN 978-90-8790-1-8 hardback USD147/EUR135 ISBN 978-90-8790-194-3 paperback USD49/EUR45

New Zealand has been a veritable "laboratory" for a range of social experiments in the last twenty years, including an arranged marriage with neo-liberal economic policies during the late 80s and 90s. These experiments extended to education, where students, teachers, teacher educators and researchers have experienced wide-ranging "reforms" in administration, curriculum and qualifications. The most contentious of these have been a series of untrialled and radical qualifications reforms. This book offers a critical examination of these reforms from the perspective of a group of educators who resisted them by doing the unthinkable: devising their own national qualification and making it work.

2007, 182 pages ISBN 978-90-8790-216-2 hardback USD147/EUR135 ISBN 978-90-8790-215-5 paperback USD39/EUR35


Peter McLaren University of California at Los Angeles and Nathalia Jaramillo Pudue University Written by two leading international exponents of critical pedagogy, this book is a pioneering attempt to create a Marxist humanist and feminist pedagogy for the new century. Critical pedagogy is discussed as an important revolutionary act in bringing about a socialist future.

2007, 164 pages TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION volume 3 ISBN 978-90-8790-146-2 hardback USD147/EUR135


Ruud van der Veen Teachers College, Columbia University, USA, Danny Wildemeersch University of Leuven, Belgium, Janet Youngblood Teachers College, Columbia University, USA and Victoria Marsick Teachers College, Columbia University, USA Education and learning for democracy take place in a wide variety of contexts worldwide. Traditionally, children are prepared to become responsible citizens in families and schools. In non-formal settings and in their lived experience, adults



IN FROM THE MARGINS: Adult Education, Work and Civil Society

Ari Antikainen, Univ., Finland, Carlos A. Torres, UCLA, USA, and Päivi Harinen, Univ. of Joensuu, Finland (eds.) This book focuses at the margins of adult education, work and civil society. Rather than focusing on active participants and active participation, the objective is to scrutinize the whole adult population in terms of participation, and to pay special attention to those who are so easily left out of studies concerning adult education, learning at work or active participation in civil society. The aim of the book is to bring into the discussion the views of those who do not find attending adult education possible and who thus form a challenge for the promotion of active citizenship. In the collection of articles researchers from various disciplines and with cross-disciplinary interests in adult education and marginalisation meet and discuss with each other within and beyond their own disciplines.

2006, 351 pp ISBN: 978-90-77874-46-2 paperback US$49.00/ 45.00 ISBN: 978-90-77874-47-9 hardback US$147.00/ 135.00

engage in democratic practices. Some people are active members of political parties or trade unions; others take responsibilities in associations of civil society. Still others engage in participatory practices in labor organizations. New practices and understandings of learning for democracy are often attempts to deal with transformations taking place in the contexts in which people operate. They experience the limits of representative democracy and try to enrich it with practices of direct democracy, thereby creating new learning opportunities for the participants involved. Theoretical aspects of learning in democratic practices are explored in Part I of this book. Part II describes examples of learning in political and social action, while Part III describes examples of democratic practices on the shop floor. Together the book delivers an introduction to the field of education for democracy for both social scientists and practitioners interested in ways to support the learning of democracy. Because of it comprehensive character, the book can be used also as a textbook in graduate and post-graduate courses

2007 204 pages ISBN 978-90-8790-130-1 hardback USD147/EUR135 ISBN 978-90-8790-129-5 paperback USD49/EUR45

CENSORSHIP!...OR...SELECTION? Confronting a Curriculum of Orthodoxy through Pluralistic Models

Shaheen Shariff and Leanne Johnny McGill University, Canada This book is a must read for academics, policymakers and teachers who grapple with policy and pedagogical decisions about what to include or exclude in schools that cater to diverse stakeholders. Much has been written about controversial, litigious school censorship controversies relating to text and library books. Post-September 11th, these have expanded to banning of religious clothing and symbols. Court challenges emerge in the context of a global and political media backdrop that consistently reinforces anti-Muslim sentiment. The re-emergence of an extreme right-wing religious backlash against liberal civil liberties that endorse homosexuality, feminism, religious and racial equality create formidable dilemmas for educators, further complicated by the blurred boundaries of free expression, safety and privacy in cyber-space, as students increasingly communicate on-line. Shariff and Johnny argue that censorship is deeply rooted in hegemonic perspectives that sustain neo-colonial privilege and silence the social, historical and intellectual contributions of some students. This "curriculum of orthodoxy" supports discriminatory political/media stereotypes of non-Caucasian ethnic groups through "selection" that is in fact "censorship." The authors introduce a Critical Legal Literacy model for teacher education that combines legal and digital literacies with critical educational pedagogy to help educators meet contemporary challenges through pluralistic, ethical and educational decisions.

2007 152 pages BOLD VISIONS IN EDUCATIONAL RESEARCH 17 ISBN 978-90-8790-075-5 hardback USD147/EUR135 ISBN 978-90-8790-074-8 paperback USD39/EUR35

METROPEDAGOGY Power, Justice, and the Urban Classroom

Joe Kincheloe, McGill University, Montreal and kecia hayes, The Graduate Center, CUNY, USA (eds.) What might it mean to develop a rigorous, just, and practical urban education? Such a question takes on new importance now, as urban educators find themselves besieged with test-driven, standardized curricula promoted in the name of fairness, educational excellence, and egalitarianism. Those who promote these standardized curricula fail to account for the unique situations and needs of particular urban students. When an urban curriculum is standardized, the students suffering from the effects of poverty, racial discrimination, and other problems are less likely to receive the specific pedagogical help they need to overcome the effects of such impediments. Such students have special needs. Teachers need the curricular freedom the professional respect to address these. Metropedagogy, constructed as a critical pedagogy for urban education, addresses these concerns. This book will be very useful as a text in urban education at the graduate and the undergraduate level.

2006, 262 pp BOLD VISIONS IN EDUCATIONAL RESEARCH volume 4 ISBN: 978-90-77874-10-3 paperback US$49.00/45.00 ISBN: 978-90-77874-52-3 hardback US$147.00/ 135.00


George J. Sefa Dei and Arlo Kempf, OISE, University of Toronto, Canada (eds.) There is a rich intellectual history to the development of anti-colonial thought and practice. In discussing the politics of knowledge production, this collection borrows from and builds upon this intellectual traditional to offer understandings of the macro-political processes and structures of


education delivery (e.g., social organization of knowledge, culture, pedagogy and resistant politics). The contributors raise key issues regarding the contestation of knowledge, as well as the role of cultural and social values in understanding the way power shapes everyday relations of politics and subjectivity. In reframing anti-colonial thought and practice, this book reclaims the power of critical, oppositional discourse and theory for educational transformation. The book also includes some the most current theorizing around anti-colonial practice. It is relevant for students, teachers, community/social workers and field practitioners interested in pursuit of education for social transformation. It is a must read for students of sociology, sociology of education, anthropology, political science and history.

2006, 326 pp BOLD VISIONS IN EDUCATIONAL RESEARCH 7 ISBN: 978-90-77874-18-9 paperback US$49.00/ 45.00 ISBN: 978-90-77874-55-4 hardback US$147.00/ 135.00


its projects and lending programs, and the Bank as an agent of globalisation. It is based on the author's unique access to the Bank over nearly 20 years. The work is based on access to thousands of classified Bank documents and on a large number of interviews with past and present Bank officials. Therefore, while critical of many features the Bank, the book will be recognised as an authoritative guide to Bank policy formation in education.

2006 200 pp ISBN: 978-90-77874-38-7 paperback US$49.00/ 45.00 ISBN: 978-90-77874-39-4 hardback US$147.00/ 135.00


Jaya Earnest and David Treagust, Curtin University of Technology, Perth, Australia (eds.) Framed against the background of educational change, this book proposes to examine the relationship between curriculum change, teacher professional development, policy reform and the processes of educational change. The main aims of the book are to: (1) focus on educational changes and reconstruction in transitional societies that have undergone political, economic and social change in the past two decades, (2) provide a forum for the dissemination of research on education reconstruction and reform in transitional societies, (3) disseminate ideas that enhance both the practical and theoretical aspects of educational changes in these societies, (4) further knowledge and understanding of emerging trends and issues in education in these societies, (5) reflect the realities of educational scenarios in each transitional society. The book presents an in-depth exploration of educational reconstruction in 15 transitional societies. Collectively, the chapters in the book have attempted to contribute to a better understanding of the educational system in respective countries by identifying the challenges and obstacles, the policy implications, the teacher professional development needs and curriculum reform efforts.

2006, 280 pp ISBN: 978-90-77874-00-4 paperback US$49.00/ 45.00 ISBN: 978-90-77874-72-1 hardback US$147.00/ 135.00

TWENTY-FIRST CENTURY SCHOOLS: Knowledge, Networks and New Economies

Gerard Macdonald, University of Brighton, UK and David Hursh, University of Rochester,USA Contemporary school systems are not working well because they are not primarily concerned with education. Their driving forces are political and economic. Any systemic solution to schooling's current difficulties will start with politics; not, in any conventional sense, with education. The book traces the extension of political control over Britain's school system and, through US case studies, looks at alternative methods of organisation. The authors argue that AngloAmerican school systems provide a good education for a small minority and, to the majority, offer inadequate schooling. Though this has always been inequitable it may, in the past, have been economically efficient, at least from the viewpoint of the state. If that was once true for mercantile and industrial economies, it is not true now. The knowledge economies toward which the UK and US are moving demand a continuing ability to learn, and to innovate, right across the workforce. Twenty-first Century Schools goes on to outline the political and educational changes needed to shape school systems which are socially and economically adapted to the new century.

2006, 220 pp EDUCATIONAL FUTURES volume 1 ISBN: 978-90-77874-16-5 paperback US$49.00/ 45.00 ISBN: 978-90-77874-60-8 hardback US$147.00/ 135.00


Devorah Kalekin-Fishman, Univ. of Haifa, Israel and Pirrko Pitkänen, Univ. of Tampere, Finland (Eds.) Conventional thinking maintains that people can belong to only one society and can be loyal to only one nation-state. In a world with rising rates of trans-national migration, however, the possibility of participation, belonging, and loyalty to more than one state is ever more evident. This has led to a rethinking of the notion of nation-based citizenship and increased tolerance toward holding citizenship in more than one country. In practice, over half of the world's nation-states currently recognize some form of dual citizenship or dual nationality. This book focuses on clarifying and comparing how the rules of acquisition, maintenance, and revocation of dual citizenship have been modified and justified in


Philip Jones, The University of Sidney, Australia The book tells the story of the World Bank's involvement in education, for which lending began in 1963. The study considers how the nature of the Bank as a financial institution has shaped its view of development and globalisation, and how education relates to these. The book examines the reasons why the Bank is involved in education, its education policy stances, the nature and impact of



2007 312 pages MODELING & SIMULATIONS FOR LEARNING & INSTRUCTION volume 2 ISBN 978-90-8790-156-1. hardback USD147/EUR135 ISBN 978-90-8790-155-4. paperback USD49/EUR45

eight states associated with the European Union. The main question is: How have the rules of attribution, loss and/or acquisition of dual citizenship been modified and justified in these eight states? Viewed in the context of international covenants, legislation regarding dual and multiple citizenship is analyzed in terms of how it is made tangible in juridical, social, cultural, and educational domains.

2006, 320 pp ISBN: 978-90-77874-86-8 paperback US$49.00/ 45.00 ISBN: 978-90-77874-87-5 hardback US$147.00/ 135.00


Jan H. G. Klabbers, KMPC, The Netherlands The purpose of this unique book is to present principles underlying the design and use of gaming and simulation. This frame-of-reference will enlighten the characteristics of particular games and simulations from a common perspective. The author pays less attention to instrumental reasoning than to methodological questions. The main reason for choosing this road is the lack of a robust methodology that underpins gaming and simulation methods. Gaming and simulation are more than methods and tools. They are firstly a way of thinking, and secondly, a method and a technique. In addition, the framework presented will help to grasp the interplay between forms of knowledge and knowledge content in connection with gaming. Interplay, which evolves through the action of the players. These notions are considered preconditions for raising epistemological questions in relation to the educational value of games and simulations. They will provide a proper context for addressing design science and analytical science approaches to artifact assessment and theory development and testing. Due to the high diversity of approaches which the field has to accommodate the author chooses an interdisciplinary and where appropriate meta-disciplinary approach.

2006, 346 pp MODELING AND SIMULATION FOR LEARNING AND INSTRUCTION Volume 1 ISBN 978-90-8790-007-6 hardback USD149/EUR135 ISBN 978-90-8790-006-9 paperback USD49/EUR45


RETHINKING EDUCATION WITH ICT: New Directions for Effective Practices

Nicola Yelland, Greg A. Neal and Eva Dakich (eds.) This book brings together a number of academics who have conducted research and written about effective practices and pedagogies that incorporate the use of information and communications technologies (ICT). The book is intended for graduate and undergraduate students in Teacher Education programmes, as well as teachers and those who are interested in contemporary educational issues. The authors in this book have been engaged in rethinking education with ICT. Implicit in this, is the view that we need to reconceptualise our pedagogies and practices in order to make schools relevant to the lives of the young people who inhabit them. The chapters in this book are based on empirically grounded research work. The chapters illustrate the various dimensions of innovative practices with ICT that can extend teachers' pedagogies and engage learners so that they are able to extend their potential for knowledge building in new and dynamic ways.

2008, 240 ISBN 978-90-8790-280-3 hardback USD99/EUR90 ISBN 978-90-8790-279-7 paperback USD49/EUR45

TRAILS IN EDUCATION: Technologies that Support Navigational Learning

J. Schoonenboom, University of Amsterdam, M. Levene Birkbeck, University of London J. Heller, University of Graz, K. Keenoy, Birkbeck, University of London and M. Turcsányi-Szabó, Eötvös Loránd University (Eds.) This book is about sequences of learning objects ordered according to time or according to the demands of given learning materials. As users navigate through a learning environment, they follow prescribed trails and create personal trails through their interactions. In digital learning environments, these trails can be stored, evaluated and accessed in a structured manner. Experts from different backgrounds shed light on different aspects of trails and navigational learning. Its chapters contain an investigation on how planning and evaluating trails can support curriculum development, a review of personalised learning and collaborative learning, a model which tackles issues relating to knowledge acquisition and cognitive aspects of trails, and a demonstration of how trails can be visualised. The target audiences are: professionals, practitioners and researchers interested in educational science, e-learning and computer-enhanced learning, computing in


Brett E. Shelton and David A. Wiley Utah State University, Logan, USA (Eds.) This volume shows that serious inquiry into serious games is a real and valid pursuit. The book conveys that what we can gather about how people learn within computer-based games, and using games, contributes to how we go about designing new educational games, and using games in more formal learning environments. It offers a convergence of thoughts, perspectives, and ideals...that may not always agree, but lays all the cards on the table. It's very useful to get all these perspectives in one place. The authors further substantiate that research into this emerging area is one of promise and one that yields important results--providing impact across industry and academia. Clark Aldrich, Author of Simulations and the Future of Learning and Learning by Doing.


education, curriculum studies, instructional design, or computer-supported personalised and collaborative learning.

2007, 152 pp TECHNOLOGY ENHANCED LEARNING Volume 1 ISBN 978-90-8790-077-9 hardback USD149/EUR135 ISBN 978-90-8790-076-2 paperback USD49/EUR45



Douglas M. Towne, University of Southern California, St Helena, USA This volume presents an object-oriented approach for developing interactive graphical device models and for delivering instruction and performance aiding with such models. The volume attempts to illustrate, via a series of examples, why and how the particular design given satisfies relatively intensive and diverse instructional and performance-aiding demands with surprising ease. The early chapters focus on the fundamental design concepts upon which all applications stand, including a consistent design of the basic elements - objects - from which all models are produced; a clear separation between the model of the target domain and the instructional processes; and, wherever possible, automatic generation of user interactions, based on the structure and content of the model. Each of the later chapters focus on one particular application area, including explication of complex system functions, diagnostic instruction and guidance, procedural guidance, scenario-based instruction, and simulation-based technical documentation. The volume is intended to serve instructional designers, curriculum developers, and software implementers, an ambitious scope that is hopefully achieved via the early presentation of critical "nutsand-bolts", followed by discussions of specific training and aiding environments that can be more selectively considered. The more complex examples presented in the volume are available for active operation and analysis in a Web site developed for the reader's use.

2007, 268 pages MODELING & SIMULATION FOR LEARNING AND INSTRUCTION volume 3 ISBN 978-90-8790-202-5. hardback USD147/EUR135 ISBN 978-90-8790-201-8. paperback USD49/EUR45

questions is the aim and focus of this volume. The book includes 12 chapters analysing different ways of building and using technology-mediated narrative learning environments or highlighting aspects that can help the reader gain a deeper understanding of their educational potential. The focus is not limited to cognition, but includes also motivation and emotion, which are important components of learning. The book originates from the work of the Special Interest Group `Narrative and Learning Environments' of the Kaleidoscope Network of Excellence. It is addressed to teachers, educators, parents, cultural operators, researchers and software designers, and aims to help all of them increase their ability to exploit, appreciate and enjoy their work with technology-mediated narrative learning environments.

2006, 172 pp ISBN 978-90-77874-57-8 hardback USD147/EUR135 ISBN 978-90-77874-15-8 paperback USD49/EUR45

AVOIDING SIMPLICITY, CONFRONTING COMPLEXITY Advances in Studying and Designing (Computer-Based) Powerful Learning Environments

Geraldine Clarebout and Jan Elen, Katholieke Universiteit Leuven, Belgium (Eds.) Researchers from all over the world are fascinated by the question on how to design powerful learning environments and how to effectively integrate computers in instruction. Members of the special interest groups 'Instructional Design' and 'Learning and Instruction with Computers' of the European Association for Research on Learning and Instruction belong to this group of fascinated researchers. By presenting their research on these questions in this book, these researchers provide empirically based answers, finetune previously suggested solutions, and raise new questions and research paths. The contributions each try to deal with the actual complexity of learning environments, while avoiding naïve simplicity. The book presents an up-to-date overview of current research by experienced researchers from wellknown research centers. This book is intended for an audience of educational researchers, instructional designers, and all those fascinated by questions with respect to the design of learning environments and the use of technology.

2006, 400 pp ISBN 978-90-77874-43-1 hardback USD147/EUR135 ISBN 978-90-77874-42-4 paperback USD49/EUR45

TECHNOLOGY-MEDIATED NARRATIVE ENVIRONMENTS FOR LEARNING Giuliana Dettori and Tania Giannetti, Institute for Educational Technology,Genoa, Italy

Ana Paiva and Ana Vaz, INESC-ID, Lisbon, Portugal (Eds.) Narrative has always been used as a means for learning, both in school and in informal contexts. Technology has further increased the possibilities of exploiting its potential for education. Is there an added value, though, in using technology to realize narrative learning experiences? And what are the advantages of embedding narrative in technologybased learning environments? Addressing such

EDUCATION IS NOT ROCKET SCIENCE The Case for Deconstructing Computer Labs in Schools

David Zandvliet, Simon Fraser University, Canada The dominance of computer labs in our schools is the result of a long struggle among teachers and technicians for control of precious computer resources. As technicians gain power and influence, this is expressed in the `row on row of machines' installed in literally thousands of computer labs in schools around the world. While labs are in some ways, ideal for learning about technology or computer programming, they somehow seem ill





Foreword by Israel Scheffler Leonard J. Waks (ed.), Temple University, Philadelphia, USA Since the 1960s we have witnessed the development of philosophy of education as a vital intellectual field. Beginning with the work of Israel Scheffler at Harvard, and spreading rapidly to the United Kingdom under the influence of R.S. Peters and Paul Hirst at the London Institute of Education, analytical philosophers of education worked toward a new understanding of such central educational concepts as teaching, learning, explanation, curriculum, aims and objectives, freedom and authority, equality and liberal education. They also examined theoretical issues in educational research and critiqued reigning ideas in educational psychology. By the 1970s interest in the analysis of educational concepts and research methods had waned. A new generation of philosophers of education turned to new issues, including: intellectual and practical virtues, individual wellbeing, the education of girls and women, the ethics of care, creative thinking and imagination, multicultural education, globalization and many others. In this book, 24 leading philosophers of education since 1970 who remain influential today present the fascinating stories of their lives and important new contributions to the field. They trace their early experiences, initial encounters with philosophy and philosophy of education, creative directions in their work, mature ideas, and perceptions of future directions for the field. Each chapter contains a list of works chosen by the authors as their personal favorites. . This book will be useful for all students of philosophy of education and for all scholars seeking to understand the main currents in this field of study. In a single volume it presents a bird's eye view of the entire field, as told in the words of its leading figures. "Let me offer a word in praise of the design of this book, which melds the philosophical with the personal. This melding is of especial importance in the communication of large ideas, which take on special vibrancy when presented not as abstract messages alone but as products of minds, motivations, and feelings." From the foreword by Professor Israel Scheffler

2008, 328 pages Leaders in Educational Studies volume 1 ISBN 978-90-8790-287-2 hardback USD147/EUR135 ISBN 978-90-8790-286-5 paperback USD39/EUR35

equipped to assist teachers with a lesson on language arts, geography or for helping students conduct a scientific experiment. As a result, the huge investment in computers seems like so much wasted potential: labs are not influencing teaching in the ways we had hoped for, and in fact, their use may even be harmful to students. These observations are based on five years of experience as the director of a centre for educational technology at a leading Canadian university and, on the results of three international studies I conducted in Australia, Canada and Malaysia. A reversal of the current `techno- trend' would mean teachers would reclaim computers for `their own' classrooms, and relegate the idea of the computer lab to the scrap heap of history. As educators, we need to discard the `once size fits all' strategy which computer labs imply about teachers' instructional needs. This is reinforced by the apparent failure of computers to transform teachers' practice despite significant investments in computer technologies. Some critics describe this as a `management problem' as computer labs reinforce `top down' ways of thinking about knowledge. Unfortunately, once such models are adopted, undesirable uses of technology-- such as the computer lab -- become entrenched in a bureaucratic mindset, limiting the effectiveness of these expensive tools to support teaching and learning.

2006, 100 pp ISBN 978-90-77874-80-6 hardback USD147/EUR135 ISBN 978-90-77874-78-3 paperback USD24.50/EUR22.50


Tony Monchinski, City University of New York The subject of education is a contentious issue in our world. The Politics of Education: An Introduction, critically examines the overt and covert political issues suffusing education. Questions of What is education?, What do we teach?, and How do we teach? are all political questions, the answers to which empower certain individuals, groups and viewpoints over others. This book explores the political contexts that shape our conceptions of education and guides our pedagogical practice. Contemporary educational theory and practice are taken to task for attempting to instill democratic values and a love of freedom anti-democratically with little to no freedom. For example, The Politics of Education considers the effects of standardized examinations on the individual and her ability to function in a democratic society. Critiques of contemporary educational theory and practice by Dewey, Foucault, Bourdeau, classical conservative thinkers and others are considered. This book examines education through historical and international lenses where appropriate. Alternative meanings and modes of education grounded in critical pedagogy are offered as steps in revolutionizing education.

2007, 176 pp TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Volume 9 ISBN 978-90-8790-038-0 hardback USD147/EUR135 ISBN 978-90-8790-037-3 paperback USD39/EUR35

GLOBAL CITIZENSHIP EDUCATION: Philosophy, Theory and Pedagogy

Michael A. Peters, University of Illinois at UrbanaChampaign, USA, Alan Britton, University of Glasgow, UK And Harry Blee (Eds.), University of Glasgow, UK The essays in this edited collection argue that global citizenship education realistically must be set against the imperfections of our contemporary


political realities. As a form of education it must actively engage in a critically informed way with a set of complex inherited historical issues that emerge out of a colonial past and the savage globalization which often perpetuates unequal power relations or cause new inequalities. The essays in the book explore these issues and the emergent world ideologies of globalism, as well as present territorial conflicts, ethnic, tribal and nationalist rivalries, problems of increasing international migration and asylum, growing regional imbalances and increasing world inequalities. Contributors to this collection, each on their own way, argues that global citizenship education needs to project new values, to reality test and debate the language, concepts and theories of global citizenship and the proto-world institutions that seek to give expression to nascent aspirations for international forms of social justice and citizen participation in world government. Many of the contributors argue that global citizenship education offers the prospect of extending the liberal ideologies of human rights and multiculturalism, and of developing a better understanding of forms of post-colonialism. One thing is sure, as the essays presented in this book demonstrate so clearly, there can be no one dominant notion of global citizenship education as notions of `global', `citizenship' and `education' are all contested and open to further argument and revision. Global citizenship education does not name the moment of global citizenship or even its emergence so much as the hope of a form of order where the rights of the individual and of cultural groups, irrespective of race, gender, ethnicity or creed, are observed, preserved and protected by all governments in order to become the basis of citizen participation in new global spaces that we might be tempted to call global civil society.

2008, 556 pages Contexts in Education volume 1 ISBN 978-90-8790-374-9 hardback USD99/EUR90 ISBN 978-90-8790-373-2 paperback USD49/EUR45 2007, 348 pp EDUCATIONAL FUTURES Volume 14 ISBN 978-90-8790-218-6 paperback USD49/EUR45 ISBN 978-90-8790-219-3 hardback USD147/EUR135


sustained intercultural dialogue for more ethical knowledge cultures within contexts of fast knowledge capitalism.

FIVE PEDAGOGIES, A THOUSAND POSSIBILITIES: Struggling for Hope and Transformation in Education

Michalinos Zembylas, Open University of Cyprus and CARDET, Cyprus Five Pedagogies, A Thousand Possibilities aims at providing the groundwork for articulating sites of enriching pedagogies so that critical hope and the possibility of transformation may stay alive. The emotional experiences of unknowing, silence, passion, desire, forgiveness and reconciliation play an important political role in constituting critical resistance. The implications of these ideas are discussed in the context of contemporary concerns about social justice, conflict, hope and despair. These implications help us realize the potential of unknowing, silence, passion, desire, forgiveness and reconciliation as crucial pedagogical tasks and negotiate a hope that is truly critical. As an alternative to pedagogies that negate the ethical and political implications of teachers' and students' emotional lives, the present book demonstrates the need for pedagogies that enable the development of criticality without being overcome by despair. The book will be of interest to academics, researchers, educators, undergraduate and graduate students in the fields of social sciences and education and particularly in the subfields of philosophy of education, curriculum theory, teacher education, and multicultural education.

2007, 172 pages Educational Futures volume 6 ISBN 978-90-8790-032-5 hardback USD147/EUR135 ISBN 978-90-8790-031-1 paperback USD49/EUR45


Cushla Kapitzke, Queensland University of Technology, Australia and Michael A. Peters, University of Illinois at Urbana-Champaign, USA Knowledge is about cultural power. Considering that it is both resource and product within the brave new world of fast capitalism, this collection argues for knowledge cultures that are mutually engaged and hence more culturally inclusive and socially productive. Globalized intellectual property regimes, the privatization of information, and their counterpoint, the information and creative commons movements, constitute productive sites for the exploration of epistemologies that talk with each other rather than at and past each other. Global Knowledge Cultures provides a collection of accessible essays by some of the world's leading legal scholars, new media analysts, techno activists, library professionals, educators and philosophers. Issues canvassed by the authors include the ownership of knowledge, open content licensing, knowledge policy, the common-wealth of learning, transnational cultural governance, and information futures. Together, they call for


Andrew Gibbons, New Zealand Tertiary College Parents and teachers are under increasing pressure to make decisions about the technologies that children can and should play with during their early years. The media, governments, toy companies, child advocacy organizations, and child development experts disseminate many, often contradictory, claims that influence practices of caring for and educating young children. The Matrix Ate My Baby explores these messages that adults receive regarding the values and dangers of new technologies, and of the importance of play. The book interrogates the value of play as an essential component of learning, and the essential role of play in a technological society's aspirations for progress. Drawing upon the philosophy of technology, this book provides parents, teachers and teacher educators with a critique of predominant perspectives regarding the young child's increasingly hi-tech world. It provides alternative perspectives of technology and education in order to emphasise the importance of



with "what is" and moving to the realm of "what could be." In this context they introduce readers to a critical theory of thinking--postformalism--that moves the social and educational conversation to a new terrain of individual and social consciousness. Tired of the same educational policies and "solutions" in the teaching of reading, writing, and thinking, the authors become socio-psychic explorers who move readers past the boundaries of contemporary pedagogical perception.

2006, 196 pages Bold Visions in Educational Research volume 11 ISBN 90-8790-028-7. hardback USD147/EUR135 ISBN 90-8790-027-9. paperback USD24.50/EUR22.50

questioning, and the value of difference, for early childhood educators, for parents of young children, and for research of the child's play with new, and old, technologies.

2007, 200 pages Educational Futures volume 15 ISBN 978-90-8790-235-3 hardback USD147/EUR135 ISBN 978-90-8790-234-6 paperback USD49/EUR45

ON MARX An Introduction to the Revolutionary Intellect of Karl Marx

Paula Allman, Nottingham, UK On Marx introduces readers to the greatest intellect of the last millennium. Anyone who finds the 21st Century daunting, bewildering even frightening, or conversely, who has been too comfortable with the easy answers proffered by governments and the media, will discover that Marx provides unparalleled understanding and clarity as well as inspiration for engaging collectively in a type of praxis that holds the promise of both self and socio-economic transformation. We all live in the world of global capitalism, and no one has explained better than Marx how capitalism works, how it develops--now and in the future--and the consequences to be expected from the unfolding of its inner contradictions--from the growth of global poverty, the widening gap between the rich and the poor to the proliferation of endless war and environmental destruction. On Marx also enables readers to distinguish between the real genius of Marx `s thought and a range of ideas that have been erroneously attributed to him and which, unfortunately, have clouded many people's judgement of Marx. According to the author, if humanity is to have a chance for hope and ultimately peace and socioeconomic justice, we need to open our minds to Marx--to give Marx a chance.

2007, 100 pages KEY CRITICAL THINKERS IN EDUCATION volume 1 ISBN 978-90-8790-193-6. hardback USD147/EUR135 ISBN 978-90-8790-192-9. paperback USD19.95/EUR17.50


Peter Fitzsimons, University of Auckland, New Zealand Undermining the fundamental place of freedom, equality and universal reason, Nietzsche's philosophy recognises that we occupy multiple and contradictory subject positions within social life. With no metaphysical realm of reason, no divine inspiration for morality, and no transcendental basis for human essence, we are left with the embodied, reflective and creative self as a source of ethics. From this perspective arises Nietzsche's Übermensch, a continuous process of overcoming and becoming, interpreted as a metaphor for education that honours difference and incorporates otherness. The book explores the development of Nietzsche's philosophy and its application to the problems of education, disturbing traditional liberal and democratic accounts of the relationship between individual and society. Threaded throughout is the author's critique of the way educational institutions are driven by political and economic considerations, explored through notions of autonomy and subjectivity. The book is suitable for graduate students and academics wanting to engage either with postmodern interpretations of ethics in education, or with political philosophy in relation to development of self and community.

2007, 192 pp EDUCATIONAL FUTURES Volume 8 ISBN 978-90-8790-045-8 paperback USD49/EUR45 ISBN 978-90-8790-046-5 hardback USD147/EUR135


P.L.Thomas Furman University,Greenville, South Carolina, USA Joe Kincheloe McGill University, Montreal, Canada In a world gone mad with standardized curricula and the degradation of the profession of teaching, P. L. Thomas and Joe Kincheloe attempt to bring sanity back to the discussion of the teaching of some of the basic features of the educational process. In Reading, Writing, and Thinking: The Postformal Basics the authors take on the "rational irrationality" of current imperial pedagogical practices, providing readers with provocative insights into the bizarre assumptions surrounding the contemporary teaching of reading, writing, and thinking. The authors are obsessed with producing an accessible book for multiple audiences--parents, teachers, scholars of education--that moves beyond critique to a new domain of the social and educational imagination. Readers of Thomas' and Kincheloe's book embark on a mind trip beginning

TRYING TO TEACH IN A SEASON OF GREAT UNTRUTH:Globalization,Empire and the Crises of Pedagogy

David Geoffrey Smith, University of Alberta, Canada These essays address contemporary issues in teaching, curriculum and pedagogy through tensions arising from the processes of globalization and empire. Of particular significance are the prejudices of Homo Oeconomicus or Economic Man (sic) that reduce the most profound of human relations, like those between the young and their elders, to an evermore constraining grammar of profit and loss. The predations of empire in turn divide the world into a site of war between friends and enemies, winners and losers. The times are dangerous, and educators need to speak to the world from the wisdom of their experience of


standing with the young, for whom alone the future may still be open.

2006, 164 pp EDUCATIONAL FUTURES volume 2 ISBN:978-90-77874-62-2 paperback US$49.00/ 45.00 ISBN:978-90-77874-61-5 hardback US$147.00/ 135.00


BEYOND THE MODERN-POSTMODERN STRUGGLE IN EDUCATION Toward Counter-Education and Enduring Improvisation

Ilan Gur-Ze'ev, The University of Haifa, Israel This book is an attempt to historically and conceptually address the present human condition and the current specific role of education as a distinctively creative symbolic violence. In doing so, the book reevaluates the various manifestations and conflicting alternatives to normalizing education. The author suggests a unique, Diasporic, counter-education that transcends modern politics, postmodern philosophical assumptions and spiritual telos towards an impetus for the re-birth of what the author refers to as the "enduring improviser". It is a first step towards a new critical language that addresses the challenges of globalizing capitalism, of the cyberspace, of racism and of the new antisemitism that springs from postcolonialism. The book calls for a creative rearticulation of the relations between the aesthetic, the ethical, the intellectual and the bodily dimensions of the cosmos and human life. It is an invitation for a new Diasporic religiosity, one which turns courageously towards the exile of the gods. It addresses the ever-strengthening-and-tempting-sophistication of the anti-humanistic dimensions of "our" postmodern pleasure machine, of pre-modern "redemption" projects and of modern deceiving offers for "emancipation". The book is of special relevance for students of critical sociology, critical philosophy, Jewish philosophy, cultural studies, feminist studies, education ­ and for all friends of the free spirit.

2007, 348 pp EDUCATIONAL FUTURES Volume 11 ISBN 978-90-8790-071-7 paperback USD49/EUR45 ISBN 978-90-8790-072-4 hardback USD147/EUR135

damned. The upshot is lost faith in the idea that the give and take of mutual reference and pooled intelligence can lead to ever wider points of contact with each other that will enrich the significance of our individual quests together. Furthermore, lost faith in ameliorism and democracy implies a lost faith in a democratic education. The purpose of Dewey and Power, therefore, is to explore the diverse critiques of his alleged insufficient concept of power and to represent Dewey's work in a way that his critics' claims can be evaluated. The key word here is evaluate. The book is not a simple apology for Dewey's position on these matters.

2007, 200 pp TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION volume 4 ISBN 978-90-77874-93-6 hardback USD147/EUR135 ISBN 978-90-77874-92-9 paperback USD49/EUR45


Inna Semetsky, Monash University, Australia This wonderful, highly readable book breaks new ground in revealing commonalities between Deleuze's nomadic method of inquiry and the pragmatic method of John Dewey. It should be of great interest to both philosophers and educators. NEL NODDINGS, Stanford University, author of Happiness and Education. ...few have placed the thinking of Dewey into effective dialogue with other forms of philosophy. This is particularly the case regarding contemporary European philosophy... Inna Semetsky's exciting new book bridges this gap for the first time by putting the brilliant poststructuralist work of Gilles Deleuze into critical and creative dialogue with that of Dewey. ... The publication of this work announces the appearance of a remarkable line of thinking that scholars around the world will soon come to appreciate. JIM GARRISON, Virginia Polytechnic Institute and SU, author of Dewey and Eros. In this subtle and graceful study, Inna Semetsky brings together cultural and philosophical traditions long in need of connection... This is a significant and powerful work that is sure to invigorate discussions of educational theory for years to come. RONALD BOGUE, University of Georgia, author of Deleuze's Wake: Tribute and Tributaries.

2006, 156 pp EDUCATIONAL FUTURES volume 3 ISBN 978-90-879001-8-2 hardback USD147/EUR135 ISBN 978-90-879001-7-5 paperback USD49/EUR45

DEWEY AND POWER: Renewing the Democratic Faith

Randall Hewitt, University of Central Florida, USA Dewey and Power develops out of criticism that John Dewey's work lacks a sufficient concept of power, thus rendering his faith in an amelioristic sense of experience and a democratic ideal untenable. According to philosopher Cornel West, Dewey gives ameliorism its most mature social, political, and ethical justification. Alan Ryan suggests that Dewey represented "thinking America" at its best. Dewey's critics maintain, however, that this best is not good enough. If their criticism of Dewey goes unchallenged, one of the most intelligent, philosophically consistent visions of ethical behavior in a world shot through with difference, risk, danger, and change becomes

POLITICS, BILDUNG AND SOCIAL JUSTICE: Perspectives for a Democratic Society

Heinz Sünker, Wuppertal University, Germany When the future of mankind is at stake the question of Bildung has to be brought to the fore. Because Bildung, a term which has no equivalent in English is dealing with the foundations of emancipation and liberation in both meanings an individual and a societal one. Bildung aims at maturity, reflexivity, social judgment, aesthetic and political consciousness and competence of action.



place in helping to build good and just societies. The collection is aimed at an audience of teachers and graduate students, although it will also be of interest to administrators, policy-makers and the general public interested in utopian thinking and its relation to education.

2006, 294 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 5 ISBN 978-90-77874-53-0 hardback USD147/EUR135 ISBN 978-90-77874-14-1 paperback USD49/EUR45

The book analyses the different traditions and approaches relevant for the development of the question of conceptualizing Bildung. Especially the emphasis on `maturity' ;political consciousness' and `competence of action' is a useful one when dealing with the democratic tradition as the alternative to contemporary attemps of neoliberalism leading to the rule of economy and the decline of the public. The western marxist reading of Bildung in this book shows possibilities of renewing democracy and democratic lives in line with core elements of Bildung including autonomy, self-determination and social regulation. Corrresponding with Critical Theory, especially the work of Th. W. Adorno, Bildungs is seen as the tool to defend democracy. The book is intended for graduate students and academics in educational theory, critical pedagogy, politics, sociology and philosophy.

2006, 156 pp EDUCATIONAL FUTURES Volume 4 ISBN 978-90-8790-020-5 hardback USD147/EUR135 ISBN 978-90-8790-019-9 paperback USD49/EUR45

UNDEAD THEORIES: Constructivism, Eclecticism and Research in Education

David Geelan, University of Queensland, Brisbane, Australia Theory is dead... long live theory! In this collection of linked essays, David Geelan explores the contentious relationship between theory and research in education. The first chapter proclaims the 'death of theory' in educational research, but the remainder of the book explores a number of the ways in which theory survives and thrives. A commitment to conducting educational research that directly serves students and teachers, and that changes the life in classrooms through negotiation and collaboration, not through prescription, requires new tools and new ways of using them. Such tools include narrative modes of conducting and representing research as well as a 'disciplined eclecticism' that emphasises choosing and using competing theories in intentional ways. Metaphorical descriptions from the philosophy of science - particularly Kuhn and Popper - have been influential in science education. David explores the value of such perspectives, and argues that although they have offered important insights for science education, their use has also 'forced other perspectives into blindness'.

2006, 160 pp ISBN 978-90-77874-32-5 hardback USD147/EUR135 ISBN 978-90-77874-31-8 paperback USD49/EUR45

THE LOST DREAM OF EQUALITY: Critical Essays on Education and Social Class

Alan Scott and John Freeman-Moir, University of Canterbury, New Zealand This book examines the international hopes for equality in education over the past 60 years by looking at the current evidence and theory on social class and schooling. For more than half a century the relation between social class and education has been the subject of intense debate and political struggle, as well as the focus for the aspirations of millions of citizens and their children in Western democracies. This book will be relevant to teachers, advanced undergraduates and graduate students in the areas of the history, sociology and politics of education as well as policy analysis and applied social theory.

2006, 276 pp EDUCATIONAL FUTURES Volume 5 ISBN 978-90-8790-022-9 hardback USD147/EUR135 ISBN 978-90-8790-021-2 paperback USD49/EUR45

EDUCATION AND THE SPIRIT OF TIME: Historical, Global and Critical Reflections

Olli-Pekka Moisio, University of Jyväskylä, Finland Juha Suoranta, University of Minnesota, USA (eds.)

EDUTOPIAS: New Utopian Thinking in Education

Michael A. Peters, University of Illinois at UrbanaChampaign, USA and John Freeman-Moir, University of Canterbury, New Zealand (eds.) Education has always been part of the search for the ideal society and, therefore, an important part of the utopian tradition in Western culture, politics and literature. Education has often served to define the ideal society or to provide the principal means of creating it. This unique collection of essays by well known scholars from around the world examines the role of edutopias in the utopian tradition, examining its sources and sites as a means for understanding the aims and purposes of education, for realizing its societal value, and for criticizing its present economic, technological and organizational modes. These essays will stimulate new thinking in ways that impinge on both theoretical and practical questions, as well as offering the reader a series of reminders of the ethical and political dimensions of education and its

The aim of this book is to raise current social, political, and moral issues in social theory by taking a critical stance towards historical, global, and educational themes in the context of culture, politics, and technology. The focus of the book is critical Zeitgeist analysis, and its potential in addressing various social maladies of the present era. Methodologically, critical Zeitgeist analysis is argued to be of value in demonstrating how to both utilize and expand the possibilities of writing normative social theory. The key idea of critical Zeitgeist analysis is to reflect critically on the state of the present world. The themes of the book are global and it can be used as a course book in several fields of social science like cultural studies, education and political science, as well as in sociology.

2006, 266 pp


BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 6 ISBN 978-90-77874-54-7 hardback USD147/EUR135 ISBN 978-90-77874-17-2 paperback USD49/EUR45



Daniel Tröhler, University of Applied Sciences Zurich: Teacher's College Jürgen Oelkers, Institute for Education, University of Zurich (eds.) The papers in this book have emerged from a conference which was organized in Zurich in 2003 by the Pestalozzianum Research Institute for the History of Education and the Educational Institute of the University of Zurich. The conference was organized in light of the increasing internationalization of educational discussion within the last ten to twenty years and the topic was the relation between pragmatism and educational theory. be of interest to students, teachers and researchers who are studying educational theory in general and pragmatism in particular.

2005, 236 pp ISBN 978-90-77874-65-3 hardback USD147/EUR135 ISBN 978-90-77874-07-3 paperback USD49/EUR45

women, to their families, and to the Haredi community as a whole, by placing women's selfpresentations in the context of sociological literatures relating to the sociology of religion and the sociology of gender. The focal issue is the question of how traditionalism fares when the legitimator / monitor of tradition in the home encounters the constraints of modernity through her studies and her work.

2007, 250 pages ISBN 978-90-8790-240-7 hardback USD147/EUR135 ISBN 978-90-8790-239-1 paperback USD49/EUR45

FEMINIST UTOPIANISM & EDUCATION: Educating for the Good Society

Christine Forde, University of Glasgow, UK This book looks to feminist utopian thinking to seek alternative conceptualisations of the issue of gender and education. We are currently faced with a situation where the issue of gender has become one of competing needs. Debates on gender have swung from a concern for the progress of girls and women to a `moral panic' about the lack of engagement of boys in education. The formulation of policy that swings from concerns and initiatives to support the educational progress of girls and women to a crisis about the engagement of boys and young men in education is ultimately to the detriment of both genders, to the educational system and to society as a whole. There is an urgent need for us to consider alternative approaches to the issue of gender and education. In utopian writing, education has been constructed as one of the means of bringing about `the good society' but importantly within feminist utopian writing and thinking what we understand as `education' is itself being transformed. In feminist utopian thinking, side by side with a critique of formal educational institutions, there is an attempt to think more holistically about the relationship between the educative process and the achievement of girls' and women's selfdetermination both individually and collectively to bring about a realignment of gender relationships in the sociopolitical order. This book draws from the debates about gender in the visions of alternative sociopolitical orders found in feminist utopian thinking to explore the issue of gender and education. This book will be of special relevance to those interested in feminism, gender studies, educational futures and utopian thinking.

2007, 166 pages Educational Futures volume 9 ISBN 978-90-8790-058-8 hardback USD147/EUR135 ISBN 978-90-8790-057-1 paperback USD49/EUR45


Margaret Walshaw Massey University, New Zealand Working with Foucault in Education engages readers in selected aspects of education. Its ten chapters take a thematic approach and include vignettes that explore issues relating to curriculum development, learning to teach, classroom learning and teaching, as well as research in contemporary society. These explorations allow readers to develop a new attitude towards education. The reason this is possible is that Foucault provides a language and the tools to deconstruct as well as shift thinking about familiar concepts. They also provide the means for readers to participate in educational criticism and to play a role in educational change.

2007, 198 pages ISBN 978-90-8790-189-9. hardback USD147/EUR135 ISBN 978-90-8790-188-2. paperback USD49/EUR45


RADICALS IN SPITE OF THEMSELVES Ultra-Orthodox Women Working Outside the Haredi Community

Devorah Kalekin-Fisman University of Haifa, Israel Karlheinz Schneider University of Heidelberg, Germany In this book Devorah Kalekin-Fisman and Karlheinz Schneider analyze how the relationship between the traditional and the modern is unfolding in a particular milieu by centering on the Haredi women in Israel who become part of the national (rather than the community) work force. The book is based on analyses of interviews with people in the Haredi world. The authors' goal is to attain an understanding of what women's work means to the

GIRLS IN A GOLDFISH BOWL Moral Regulation, Ritual and the Use of Power amongst Inner City Girls

Rosalyn George Goldsmiths, University of London, UK What are the processes of exclusion and inclusion amongst girls' friendship groups? Can friendship and bullying coexist? Is the leader in the class always the most popular member of the class? What is the role of the teacher in consolidating



2006, 212 pp ISBN:90-77874-27-5 paperback US$49.00/ 45.00 ISBN:90-77874-28-3 hardback US$147.00/ 135.00

group friendships? How are culturally diverse friendships negotiated? What impact does the process of transition from primary to secondary school have on existing friendship networks? Through an exploration of the emotional and social dynamics of young girls' friendship groups, this book addresses these and other questions, which are important in their lives. The girls that feature in this book are inner city preadolescent girls as they transfer from their inner city primary school to their secondary schools. The schools are all located within an urban context and represent the state and public sector of education. The girls encompass the diversity of ethnicities that are found within large urban communities and how they negotiate and manage their friendships across ethnic divisions is a key aspect of this book. By focussing on the constitution of the friendship groups, questions of `leadership' and `popularity', `race' and ethnicity and `bullying' are interrogated and their resonance for the `exclusionary' and `inclusionary' practices which often characterise friendship groups are examined. This book highlights the emotional investment girls make in their friendships and will support teachers, youth workers and others working within educational contexts, in making visible this previously unattended aspect of young girls' lives.

2007, 184 pages Trangression: Cultural Studies and Edcuation volume15 ISBN 978-90-8790-186-8 hardback USD147/EUR135 ISBN 978-90-8790-185-1 paperback USD39/EUR35

SOARING BEYOND BOUNDARIES Women Breaking Educational Barriers in Traditional Societies

Reitumetse Obakeng Mabokela, Michigan State University, USA (ed.) Lessons from colleagues in Western universities provide important models for understanding some aspects of gendered identity of women scholars; however, a deeper understanding of educational experiences for women in countries such as China, Turkey, Iran, Pakistan, may potentially offer innovative insights to our current understanding of gender within education. In this age of globalization, there are common themes that transcend the experiences of women across very different social, cultural, economic, and political contexts. Therefore, accounts of women scholars represented in this volume demonstrate that the experiences women scholars are not isolated incidents but global phenomena, and may offer alternative approaches to problems that seem insurmountable to women at the bottom of the professional ladder.

2006, 180 pp TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION ISBN:90-77874-97-6 paperback US$49.00/ 39.00 ISBN:90-77874-98-4 hardback US$147.00/ 135.00

WOMEN PRINCIPALS IN A MULTICULTURAL SOCIETY New Insights into Feminist Educational Leadership

Izhar Oplatka, Ben Gurion University, Beer Sheva, Israel and Rachel Hertz-Lazarowitz, Haifa University, Israel (eds.) The book analyzes the crossing issues of gender, school leadership and multicultural experiences as expressed in accounts of female school principals from diverse ethnic and religious groups in the multicultural society of Israel. It addresses the usually unheard voices of women principals in ethnic and religious minority groups that act and live in a modern country but their place is marginalized. Jewish and Moslem Authors, all citizens of Israel, display the particular life and career accounts of female principals from the Arab, Bedouin, Kibbutzim, liberal and Ultra-Orthodox Jewish groups. They are accompanied by authors from Canada, Hong-Kong and England who suggest a multicultural and post-structuralist feminist views to look at female leadership in the multicultural society. In this sense, they book contributes to our understanding of the influence of cultural scripts and values on women principals' leadership styles and career development, as well as suggest an alternative way to interpret dominant feminist conceptualizations of female leadership. The book will be of interest for researchers in the fields of education, feminism, women management, multiculturalism, Israel studies and minorities as well as for educators of a higher level such as principals, supervisors and policy makers and as graduate students.

HARRY POTTER Feminist Friend or Foe?

Ruthann Mayes-Elma Since the first book, Harry Potter and the Sorcerer's Stone came out in the United States in 1997; it and the six subsequent volumes have been on the New York Times bestsellers list continuously. Harry Potter no longer solely exists in books; he is everywhere dominating our world and our children's worlds, which is why it is important to analyze just what Harry Potter is teaching our children. Although the Harry Potter series has been critiqued and analyzed by journalists and academics alike, there are fascinating gaps in the analyses. Perhaps the most rousing of these gaps is the virtual lack of attention to the ways in which J.K. Rowling has constructed gender, and the agency of the female characters, within the texts. The purpose of this book is to address this rousing gap, by critically deconstructing the representation of women's agency by the female characters in the Harry Potter books 2-6. The study draws on all of the preexisting theories, frameworks, underpinnings and themes that came out of the analysis that were set forth in the pilot study/first book that critically deconstructed the first Harry Potter book. There are many different books that discuss the Harry Potter phenomenon, but rarely do they analyze the books through a social justice lens, specifically looking at gender

2007 156 pages TRANGRESSION: CULTURAL STUDIES AND EDCUATION volume 18 ISBN 978-90-8790-082-3 hardback USD147/EUR135 ISBN 978-90-8790-081-6 paperback USD39/EUR35




Marja van den Heuvel-Panhuizen, Freudenthal Instituut, The Netherlands and Kees Buys, Freudenthal Instituut, The Netherlands (ed.) Improving the quality of education is an important ambition of educational policy. The TAL project aims to contribute to this. It is a project initiated by the Dutch Ministry of Education, Culture and Science, and carried out by the Freudenthal Institute (FI) of Utrecht University and the Dutch National Institute for Curriculum Development (SLO), and partly conducted in cooperation with the Rotterdam Center for Educational Services (CED). The quality of education can be improved in many ways. TAL proposes to do this by providing insights into the broad longitudinal outline of the learningteaching process and its internal coherence. The intention of TAL is to give support to teachers in combination with the guidance they get from mathematics textbook series. This learningteaching trajectory description for measurement and geometry aims to succeed in stimulating classroom practice and to inspire teachers to didactical efforts on a high level, in what was up to now, in the lower grades of primary school, a lessknown subdomain of mathematics. The learningteaching trajectory with intermediate attainment targets offers support to teachers, in order to give measurement and geometry a full and worthy place within the mathematics curriculum. For that to be the case, the foundation that is made with this learning-teaching trajectory must be built upon in the higher grades of primary school and beyond.

2008, 412 pages ISBN 978-90-8790-397-8 paperback USD39/EUR35


curriculum, and Dewey's instrumental pragmatism in the case of NCTM. Both philosophies were developed as movements out of Hegelian idealism while retaining the anti-dualist and anti-empiricist insights of Hegel's thought. The history of dialectical materialism and Dewey's instrumentalism is carefully examined by the authors to identify both similarities and sharp differences in the resulting mature philosophies. Drawing upon more recent philosophies of intersubjectivity (Brandom, Habermas) and dialectical materialist psychologies (Vygotsky, Luria), the authors conclude this book with arguments for overcoming the limitations of a purely instrumentalist framework and for expanding potentialities implicit within dialectical philosophies. This book will be of value to a broad audience, including mathematics educators, philosophers, curriculum theorists, social theorists, and those who work in comparative education and learning science.

2008, 412 pages ISBN 978-90-8790-2556-8 hardback USD147/EUR135 ISBN 978-90-8790-255-1 paperback USD49/EUR45


Erkki Pehkonen, Maija Ahtee and Jari Lavonen Helsinki University, Finland The Finnish students' success in the first PISA 2000 evaluation was a surprise to most of the Finns, and even people working in teacher education and educational administration had difficulties to believe that this situation would continue. Finland's second success in the next PISA 2003 comparison has been very pleasing for teachers and teacher educators, and for education policymakers. The good results on the second time waked us to think seriously on possible reasons for the success. Several international journalists and expert delegations from different countries have asked these reasons while visiting in Finland. Since we had no commonly acceptable explanation to students' success, we decided at the University of Helsinki to put together a book "How Finns Learn Mathematics and Science?", in order to give a commonly acceptable explanation to our students' success in the international PISA evaluations. The book tries to explain the Finnish teacher education and school system as well as Finnish children's learning environment at the level of the comprehensive school, and thus give explanations for the Finnish PISA success. The book is a joint enterprise of Finnish teacher educators. The explanations for success given by altogether 40 authors can be classified into three groups: Teacher and teacher education, school and curriculum, and other factors, like the use of ICT and a developmental project LUMA. The main result is that there is not one clear explanation, although research-based teacher education seems to have some influence. But the true explanation may be a combination of several factors.

2007, 288 pages ISBN 978-90-8790-243-8 hardback USD147/EUR135 ISBN 978-90-8790-242-1 paperback USD49/EUR45

PHILOSOPHY, LEARNING AND THE MATHEMATICS CURRICULUM: Dialectical Materialism and Pragmatism Related to Chinese and American Mathematics Curriculums

Xuehui Xie , Zhejiang Normal University, China and Phil Francis Carspecken, Indiana University, USA Mathematics curriculums used in progressive classrooms of the United States and in classrooms of the People's Republic of China presuppose markedly different philosophies. Xie and Carspecken reconstruct different assumptions operating implicitly within mathematics curriculums developed by the Ministry of Education in China and NCTM in the United States. Each curriculum is constructed upon a deep structure holistically integrating presuppositions about the nature of the human self, society, learning processes, language, concepts, human development, freedom, authority and the epistemology and ontology of mathematical knowledge. Xie and Carspecken next present an extended discussion of the two main philosophical traditions informing these curriculums: dialectical materialism in the case of the Chinese mathematics




Angel Gutiérrez, Universidad de Valencia and Paolo Boero, Università di Genova (eds.) This volume is a compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation, 30 years ago. It has been written to become an essential reference for Mathematics Education research in the coming years. The chapters offer summaries and synthesis of the research produced by the PME Group, presented to let the readers grasp the evolution of paradigms, questions, methodologies and most relevant research results during the last 30 years. They also include extensive lists of references. Beyond this, the chapters raise the main current research questions and suggest directions for future research. The handbook is divided into five sections devoted to the main research domains of interest to the PME Group. The first three sections summarize cognitively oriented research on learning and teaching specific content areas, transversal areas, and based on technology rich environments. The fourth section is devoted to the research on social, affective, cultural and cognitive aspects of Mathematics Education. Finally, the fifth section includes two chapters summarizing the PME research on teacher training and professional life of mathematics teachers. This handbook shall be of interest to experienced researchers , doctoral students and also to mathematics teacher trainers.

2006, 544 pp ISBN 978-90-77874-66-0 hardback USD147/EUR135 ISBN 978-90-77874-19-6 paperback USD49/EUR45

NOTATIONAL KNOWLEDGE: Developmental and Historical Perspectives

Eva Teubal, Hebrew University, Jerusalem, Israel Julie Dockrell, Institute of Education, London, UK Liliana Tolchinsky , University of Barcelona, Spain Permanent external representations in the form of drawings, maps, musical scores, figures, graphs, writing, numerals, hallmarks and signatures are part of our daily landscape and permeate most social activities almost from the moment we are born. This book is about humans' appropriation, understanding and use of external representations. A common theme in the book is that permanent external representations are not just instruments for expressing given information or tools for communication, they are objects to think with. They not only keep record of existing knowledge but are themselves instrumental in the creation of new knowledge. There are conceptual, linguistic and esthetic distinctions that may be unattainable without notational means. The book will be useful for students of psychology, philosophy, linguistics and education and for every one interested in understanding ways in which knowledge is generated, recorded and scrutinized. Although there are other volumes on writing, literacy, and numeracy, and some chapters are available in other volumes on the history of writing, mathematics or musical notation, the present proposal is unique and timely for the range of notational systems it embraces, for including both an historical and a developmental perspective and for the number of theoretical frameworks it discusses.

2007, 288 pages ISBN 978-90-8790-009-0. hardback USD147/EUR135 ISBN 978-90-77874-77-6. paperback USD49/EUR45


Jürgen Maasz and Wolfgang Schloeglmann, University of Linz, Austria Mathematics education research has blossomed into many different areas which we can see in the programmes of the ICME conferences as well as in the various survey articles in the Handbooks. However, all of these lines of research are trying to grapple with a common problem, the complexity of the process of learning mathematics. Although our knowledge of the process is more extensive and deeper despite the fragmented nature of research in this area, there is still a need to overcome this fragmentation and to see learning as one process with different aspects. To overcome this fragmentation, this book identifies six themes: (1) mathematics, culture and society, (2) the structure of mathematics and its influence on the learning process, (3) mathematics learning as a cognitive process, (4) mathematics learning as a social process, (5) affective conditions of the mathematics learning process, (6) new technologies and mathematics learning. This book is addressed to all researchers in mathematic education.

2006, 324 pp ISBN 90-8790-010-4 hardback USD147/EUR135 ISBN 90-77874-74-7 paperback USD49/EUR45

THEOREMS IN SCHOOL: From History, Epistemology and Cognition to Classroom Practice

Paolo Boero, Universita di Genova, Italy (ed.) This book, addressing mathematics educators, teacher-trainers and teachers, is published as a contribution to the endeavour of renewing the teaching of proof (and theorems) on the basis of historical-epistemological, cognitive and didactical considerations. Authors come from eight countries and different research traditions: this fact offers a broad scientific and cultural perspective. In this book, the historical and epistemological dimensions are dealt with by authors who look at specific research results in the history and epistemology of mathematics with an eye to crucial issues related to educational choices. Two papers deal with the relationships between curriculum choices concerning proof (and the related implicit or explicit epistemological assumptions and historical traditions) in two different school systems, and the teaching and learning of proof there. The cognitive dimension is important in order to avoid that the didactical choices do not fit the needs and the potentialities of learners. Our choice was to firstly deal with the features of reasoning related to proof, mainly concerning the relationships between argumentation and proof. The second part of this book concentrates on some crucial cognitive and


didactical aspects.

2007, 348 pp NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION Volume 2 ISBN 978-90-77874-22-6 hardback USD147/EUR135 ISBN 978-90-77874-21-9 paperback USD49/EUR45


the challenge of the search for structure, while increasing the significance of any structures, once found. In particular, this book reports on the use of `lesson events' as an entry point for the analysis of lesson structure.

2006, 280 pp THE LEARNER'S PERSPECTIVE STUDY Volume 2 ISBN 978-90-77874-79-0 paperback US$49.00/ 45.00 ISBN 978-90-77874-90-5 hardback US$147.00/ 135.00


Traditions and Modernity

Ubiratan D'Ambrosio, Unicamp, São Paulo, Brazil In this book, Ubiratan D'Ambrosio presents his most recent thoughts on ethnomathematics ­ a sub-field of mathematics history and mathematics education for which he is widely recognized to be one of the founding fathers.

2006, 102 pp ISBN 978-90-879000-8-3 hardback USD147.-/EUR135.ISBN 978-90-77874-76-9 paperback USD24.50/EUR22.50


Philosophical Ramifications

Uwe Gellert, Universität Hamburg, Germany and Eva Jablonka, Freie Universität Berlin, Germany In this volume scholars from diverse strands of research have contributed their perspectives on a process of mathematisation, which renders social, economical or political relationships increasingly formal. At the same time, mathematical skills lose their importance as they become replaced by diverse technological tools; a process of demathematisation takes place. The computerization of financial transactions, calculation of taxes and fees, comparison of prices as well as orientation by means of GPS, visualisation of complex data and electronic voting systems ­ all these mathematical technologies increasingly penetrate the lifestyle of consumers. What are the perils and promises of this development? Who is in charge, who is affected, who is excluded?

2007, 216 pp ISBN 978-90-8790-011-3 paperback US$49.00/ 45.00 ISBN 978-90-8790-012-0 hardback US$147.00/ 135.00

MATHEMATICS CLASSROOMS IN TWELVE COUNTRIES: The Insider's Perspective David Clarke, University of Melbourne, Australia, Christine Keitel, Freie Universitat Berlin, Germany And Yoshinori Shimizu, University of Tsukuba, Japan (Eds.) This book reports the accounts of researchers investigating the eighth grade mathematics classrooms of teachers in Australia, China, the Czech Republic, Germany, Israel, Japan, Korea, The Philippines, Singapore, South Africa, Sweden and the USA. This combination of countries gives good representation to different European and Asian educational traditions, affluent and less affluent school systems, and mono-cultural and multicultural societies. Researchers within each local group focused their analyses on those aspects of practice and meaning most closely aligned with the concerns of the local school system and the theoretical orientation of the researchers. The Learner's Perspective Study is guided by a belief that we need to learn from each other. The resulting chapters offer deeply situated insights into the practices of mathematics classrooms in twelve countries: an insider's perspective.

2006, 402 pp THE LEARNER'S PERSPECTIVE STUDY Volume 1 ISBN 978-90-77874-95-0 paperback US$49.00/ 45.00 ISBN 978-90-77874-99-8 hardback US$147.00/ 135.00

TRAVELLING THROUGH EDUCATION: Uncertainty, Mathematics, Responsibility

Ole Skovsmose, Department of Education and Learning, Aalborg University, Denmark The book comments on the critical position of mathematics education, mathematics in action, mathematics as an applied discipline in the contexts of technology, management, engineering, economics, etc. and on mathematics and science in general.

2005, 256 pp ISBN 978-90-77874-03-5 paperback US$49.00/ 45.00 ISBN 978-90-77874-67-7 hardback US$147.00/ 135.00

MAKING CONNECTIONS: Comparing Mathematic

Classrooms Around The World

David Clarke, University of Melbourne, Australia, Jonas Emanuelsson, Gotenborgs Universitet, Sweden Eva Jablonka, Freie Universitat Berlin, Germany, Ida Ah Chee Mok, The University of Hong Kong (Eds.) In this book, comparisons are made between the practices of classrooms in a variety of different school systems around the world. The abiding challenge for classroom research is the realization of structure in diversity. The structure in this case takes the form of patterns of participation: regularities in the social practices of mathematics classrooms. The expansion of our field of view to include international rather than just local classrooms increases the diversity and heightens

STEPPING STONES FOR THE 21ST CENTURY Australasian Mathematics Education Research

Gilah C Leder, La Trobe University, Australia and Helen J Forgasz, Monash University, Australia (Eds.) Over the years a number of "must read" articles and book chapters have appeared ­ work that has formed the foundational stepping stones of mathematics education research for the 21st century. Twelve such seminal articles have been reproduced in this book. Each is accompanied by two independent appraisals of the longer term impact of the work within and beyond the mathematics education research community.



the influence of educational context on science education. The focus is on the interactions between curriculum development and implementation, particularly in non-Western and non-Englishspeaking contexts (i.e., outside the UK, USA, Australia, NZ, etc.). An important and distinguishing feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (26 countries in total). The book addresses topics such as: curriculum development; research or evaluation of an implemented curriculum; discussion of pressures driving curriculum reform or implementation of new curricula (e.g., technology or environmental education); the influence of political, cultural, societal or religious mores on education; governmental or ministerial drives for curriculum reform; economic or other pressures driving curriculum reform; the influence of external assessment regimes on curriculum; and so on.

2008, 380 pages ISBN 978-90-8790-248-3 hardback USD147/EUR135 ISBN 978-90-8790-247-6 paperback USD49/EUR45

Collectively these writings cover a wide range of topics and provide a broad overview of the outstanding contributions of Australasian mathematics education research prior to 2000. The book is aimed at mathematics education researchers at all levels and is of particular interest to post graduate students.

2007 268 pages ISBN 90-77874-149-3 hardback USD147/EUR135 ISBN 90-77874-148-6 paperback USD49/EUR45


(edited by Marie Larochelle) Ernst von Glasersfeld Key works on radical constructivism brings together a number of essays by Ernst von Glasersfeld that illustrate the application of a radical constructivist way of thinking in the areas of education, language, theory of knowledge, and the analysis of a few concepts that are indispensable in almost everything we think and do. Ernst von Glasersfeld's work opens a window on how we know what we know. The present work grew out of a desire to make more accessible this line of thought, to highlight its originality and consistency, and to illustrate its fecundity in the domains of cognition and learning. The first three parts of this book contain texts by Glasersfeld that outline the constructivist approach and explicate the frequently drastic reconceptualizations he has suggested. Both the last part and the postscript consist of commentaries by Edith Ackermann, Jacques Désautels, Gérard Fourez, Leslie P. Steffe and Kenneth Tobin, scholars in the fields that Glasersfeld has been concerned with. They examine a number of critical aspects pertaining to (radical) constructivism's current and future development, often tracing out paths that warrant further exploration and reflection, in particular concerning the sociopolitical dimension of knowledge. Key works on radical constructivism is intended as a reference book for researchers, educators, and students of education--and for anyone interested in grasping, or deepening their grasp of, radical constructivism's tenets, ambitions and concerns. Readers will discover in this collection of firsthand contributions the contours of a bold, contemporary debate about a most compelling current of thought.

2007 340 pages BOLD VISIONS IN EDUCATIONAL RESEARCH volume 18 ISBN 978-90-8790-086-1. hardback USD147/EUR135 ISBN 978-90-8790-085-4. paperback USD39/EUR35

SCIENCE INQUIRY, ARGUMENT AND LANGUAGE: A Case for the Science Writing Heuristic

Brian M. Hand University of Iowa Science Inquiry, Argument and Language describes research that have focused on addressing the issue of embedding language practices within science inquiry through the use of the Science Writing Heuristic approach. In recent years much attention has been given to two areas of science education, scientific argumentation and science literacy. The research into scientific argument have adopted different orientations with some focusing on science argument as separate to normal teaching practices, that is, teaching students about science argument prior to using it in the classroom context; while others have focused on embedding science argument as a critical component of the inquiry process. The current emphasis on science literacy has emerged because of greater understanding of the role of language in doing and reporting on science. Science is not viewed as being separate from language, and thus there is emerging research emphasis on how best to improving science teaching and learning through a language perspective. Again the research orientations are parallel to the research on scientific argumentation in that the focus is generally between instruction separate to practice as opposed to embedding language practices within the science classroom context.

2007 240 pages ISBN 90-77874-250-6 hardback USD147/EUR135 ISBN 90-77874-251-3 paperback USD49/EUR45


SCIENCE EDUCATION IN CONTEXT: An International Examination of the Influence of Context on Science Curricula Development and Implementation

Richard K. Coll, University of Waikato, Hamilton, New Zealand And Neil Taylor, University of New England, Amidale, Australia (Eds.) This book presents an international perspective of

HOW SHOULD I KNOW? Preservice Teachers' Images of Knowing (by Heart) in Mathematics and Science

Kathleen T. Nolan, University of Regina, Canada Elementary preservice teachers' school experiences


of mathematics and science have shaped their images of knowing, including what counts as knowledge and what it means to know (in) mathematics and science. In this book, preservice teachers' voices challenge the hegemony of official everyday narratives relating to these images. The book is written as a parody of a physical science textbook on the topic of light, presenting a kaleidoscope of elementary preservice teachers' narratives of knowing (in) mathematics and science. These narratives are tied together by the metaphorical thread of the properties of light, but also held apart by the tensions and contradictions with/in such a critical epistemological exploration. Through a postmodern lens, the only grand narrative that could be imag(in)ed for this text is one in which the personal lived experience narratives of the participants mingle and interweave to create a sort of kaleidoscope of narratives. With each turn of a kaleidoscope, light's reflection engenders new patterns and emergent designs. The narratives of this research text highlight patterns of exclusion, gendered messages, binary oppositions, and the particle nature and shadowy texture of knowing (in) mathematics and science. The presentation format of the book emphasizes the reflexive and polyphonic nature of the research design, illustrated through layers of spoken text with/in performative text with/in metaphorical text. The metaphor of a kaleidoscope is an empowering possibility for a critical narrative written to both engage and provoke the reader into imag(in)ing a critical journey toward possibilities for a different "knowing by heart" in mathematics and science and for appreciating lived experience narratives with/in teacher education.

2007, 252 pages New Directions in Mathematics and Science Education 9 ISBN 978-90-8790-213-1 hardback USD147/EUR135 ISBN 978-90-8790-212-4 paperback USD49/EUR35 2007 400 pages CULTURAL PERSPECTIVES IN SCIENCE EDUCATION: DISTINGUISHED CONTRIBUTORS Volume 1 ISBN 978-90-8790-224-7 hardback USD147/EUR135 ISBN 978-90-8790-223-0 paperback USD49/EUR45



Marc de Vries Eindhoven University of Technology, Rod Custer Illinois State University, John Dakers University of Glasgow and Gene Martin Technical Foundation of America(Eds.) Inspired by a similar book in science education, the editors of this volume have put together a book with a practice-oriented approach towards technology education research. Teachers' accounts of successful classroom activities are used as the basis for reflection on what determines `good' technology education practice. Part I has eight stories told by teachers. Topics range from puppet making to electronics and biotechnology. The teachers were nominated by academic technology education experts. Part II has eleven essays by such experts in which they identify those elements in the teachers' accounts that they consider to be justifications for calling that practice `good'. Focuses in these essays are: technological literacy, ethics, culture, design, stakeholders, attitudes, motivation, teaching approaches, social aspects, differentiation and assessment. For technology education the first book that is based on reflection on successful practice as an approach for developing research insights for this curricular domain.

2007 268 pages INTERNATIONAL TECHNOLOGY EDUCATION SERIES vol. 2 ISBN 978-90-8790-175-2. hardback USD147/EUR135 ISBN 978-90-8790-174-5. paperback USD49/EUR45

GREAT IDEAS IN SCIENCE EDUCATION Case Studies of Noted Living Science Educators

Xiufeng Liu University at Buffalo, SUNY, USA Over the past four decades Science Education has emerged as a distinct field of research. This remarkable achievement is due to contributions by hundreds of science education researchers around the world. Today, we are in a position to apply a knowledge base that we can claim to be our own to inform science teaching and learning. This book is a collection of case studies of select living science educators who have made significant contributions to the field of science education. It is a celebration of the science education field through the achievements of these individuals. This book presents major ideas of a few individuals who have been making great impact to the field of science education, through tracing their fruitful research careers and their contributions in science education. The case studies help readers develop an appreciation of how science education as a field has evolved, and of some great ideas the field has produced. These cases provide snapshots of the current science education knowledge base, and demonstrate the potential of this knowledge base for improving science teaching and learning.


Wolff-Michael Roth University of Victoria, Canada In the course of his research career, much of which was based in his own classrooms, Wolff-Michael Roth explored numerous new theoretical frameworks when the old ones proved to be unable to account for the data. In this book, surrounding 11 of his publications spanning 20 years of work, the author tells a story of how science education research concretely realized and singularized itself. That is, rather than taking sole credit for the work that ultimately came to bear his name, Roth develops a historical narrative in which his work came to realize cultural-historical possibilities inherent in the field of science education. But perhaps because some types of this work came to be realized for a first time, Roth's research also came to be characterized by others in the community as "cutting edge." This work, therefore presents as much an auto/biographical narrative as it presents a cultural-historical recollection of science education as it unfolded over the past two decades.



2007, 168 pp ISBN 978-90-8790-060-1 hardback USD147/EUR135 ISBN 978-90-8790-059-5 paperback USD39/EUR35

2007, 144 pages NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION Volume 9 ISBN 978-90-8790-227-8 hardback USD147/EUR135 ISBN 978-90-8790-226-1 paperback USD39/EUR35

SCIENCE, LEARNING, IDENTITY: Sociocultural and Cultural-Historical Perspectives

Kenneth Tobin, The Graduate Center, CUNY, USA and W. -M. Roth, Univ. of Victoria, Canada Over the recent years, identity has become one of the most central theoretical concept and topics of scholarship in a number of disciplines, including science education. In this volume, leading science educators articulate in carefully prepared case studies their theoretical perspective on science, learning, and identity. More importantly, the authors of the chapters in the different parts of the book engage each other in a collaboratively written chapter concerning some of the central issues that have arisen from their individual studies; and in particular they engage each other over the similarities and differences between their approaches. This book, which features detailed case studies of identity as both resource and outcomes of learners in a variety of settings, will be of interest to anyone concerned with learning science in and out-of schools. The book also caters for readers who have wondered about how identity mediates science learning and, simultaneously, how engagement in science-related tasks and activities mediates the emergence and development of identities. The general tenor of all chapters is a cultural-historical and sociocultural framework that is brought to issues of identity, thereby inherently transcending the individual person and linking identity to cultural possibilities.

2007, 368 pp NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION Volume 7 ISBN 978-90-8790-090-8 hardback USD147/EUR135 ISBN 978-90-8790-080-9 paperback USD49/EUR45


Deborah Corrigan, Monash University, Clayton, Australia, Justin Dillon, King's College, London, UK and Richard Gunstone Monash University, Clayton, Australia(Eds.) In the 1990s many countries moved towards various conceptualizations of Outcomes Based Education - OBE (sometimes so labelled and sometimes not). It was usual (but not universal) for OBE focused science curricula to have constrained views of the values that should be implicit and explicit in curriculum; that is views concerned only with `the nature of science' and `scientific method' (both usually seen as quite unproblematic). Currently there are a number of education systems that are changing again, and choosing to move away from Outcomes Based Education (for example, South Africa and several Australian states). One of the most interesting features of many of these movements is the re-embracing of a wider view of the science curriculum, including a reconsideration of the nature and place of the values associated with science in the purposes for and approaches to science education.

2007, 287 pp ISBN 978-90-8790-036-6 hardback USD147/EUR135 ISBN 978-90-8790-035-9 paperback USD49/EUR45


Kenneth Tobin, City University of New York and W.-M. Roth, University of Victoria,Canada(Eds.) The Culture of Science Education: Its History in Person features the auto/biographies of the professional lives of 22 science educators from 11 countries situated in different places along the career ladder within an ongoing narrative of the cultural history of the field. Many contributors began to identify as science educators at about the time Sputnik was launched but others were not yet born. Hence the book articulates the making of a field with its twists and turns that define a career as a scholar in science education. Through the eyes of the contributing scholars, the development of science education is seen in the United States and its spread to all parts of the world is tracked, leading to a current situation where some universities from overseas are exporting science education to the United States through graduate programs--especially doctoral degrees. Other key issues addressed are the conceptual personae, such as Jean Piaget and Lev Vygotsky, who have shaped the field of science education and how publishing in English in high-impact journals and obtaining external funds from private and governmental agencies have become driving forces in science education. The Culture of Science Education: Its History in Person was written for science educators with an interest in the history of science education as it is experienced as lived culture. The book is intended as a reference book for scholars and as a text for graduate students involved in science

SUSTAINABLE COMMUNITIES, SUSTAINABLE ENVIRONMENTS The Contribution of Science and Technology Education

David B. Zandvliet, Simon Fraser University, Canada and Darrell L. Fisher , Curtin University of Technology, Australia(Eds.) Sustainable Communities, Sustainable Environments? What is enacted when we engage with these ideas? Sustainability is a term increasingly used to describe the broader purpose and goal for education as we move further into the UN declared Decade of Education for Sustainable Development (UNDESD). This book provides a variety of international perspectives from the traditional fields of science and technology education as teachers (primary through tertiary), teacher educators, and academic researchers engage with this topic. The book provides a collection of new works which will help to describe for educators, what it is we develop, and what it is we sustain when we engage in education for sustainable development (ESD).



2006, 300 pp NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION Volume 3 ISBN 978-90-77874-35-6 hardback USD149/EUR135 ISBN 978-90-77874-33-2 paperback USD49/EUR45



Anna Traianou, Goldsmiths College, University of London, UK What does it mean to be an expert primary science practitioner? How do primary teachers use science subject knowledge in their practice? This book addresses these questions from a sociocultural perspective, challenging currently influential constructivist accounts. It treats the nature of teacher expertise as a dynamic capacity exemplified by those who are recognised as experts in their local communities of practice. In line with this, it provides an in-depth case study of the perspective and practices of a primary science teacher who is locally and more widely recognised as an expert practitioner. One of the conclusions is that primary science expertise is eclectic in character, requiring the employment, in a flexible way, of a variety of forms of knowledge, views of learning, and teaching strategies in order to deal successfully with the contingent situations faced in the classroom. The study of expertise-in-action is particularly important at a time when teaching is increasingly configured in terms of competencies and standards. Its implications for the education of primary science practitioners are profound. Students on education courses, teachers, and researchers will find this book of value for its careful exploration of arguments about the nature of knowledge and learning, and how these are implicated in classroom practice.

2006, 178 pp NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION Volume 5 ISBN 978-90-77874-89-9 hardback USD147/EUR135 ISBN 978-90-77874-88-2 paperback USD49/EUR45


Marc J. de Vries, Eindhoven University of Technology, The Netherlands and Ilja Mottier (eds.), PATT Foundation This first volume in the International Technology Education Series offers a unique, worldwide collection of national surveys into the developments of Technology Education in the past two decades. For twenty-two countries from five continents the major changes of this school subject are described by experts that have been involved in these changes for many years themselves. The studies deal with national curricula, teacher education programs, educational research into effects of Technology Education, and practical issue at classroom level. After the 15th International Pupils' Attitude Towards Technology conference which was held in Haarlem in April 2005, a distinguished group of scholars from the area of Technology Education decided that after 20 years it was time to give account of the state of the art in this area. This book should be of interest to students, teachers, researchers and policy-makers who are involved in technology education.

2006, 548 pages INTERNATIONAL TECHNOLOGY EDUCATION STUDIES 1 ISBN 978-90-77874-12-7 hardback USD147/EUR135 ISBN 978-90-77874-06-6 paperback USD49/EUR45

ON THE OUTSKIRTS OF ENGINEERING Learning Identity, Gender, and Power via Engineering Practice

Karen L. Tonso, Wayne State University, USA On the Outskirts of Engineering: Learning Identity, Gender, and Power via Engineering Practice falls at the intersection of research about women in sites of technical practice and ethnographic studies of learning in communities of practice. Grounded in long-term participation on student teams completing real-world projects for industry and government clients, Outskirts provides an insider look at forms of engineering practice ­ the cultural production of engineer identity, of the ways that gender is made real in such sites of practice, and of power relations that emerge in response to enculturated practices that organize everyday life. Outskirts contributes to understanding cultural obduracy and the movement of some men and most women to the outskirts of engineering.

2007, 298 pp NEW DIRECTIONS IN SCIENCE AND MATHEMATICS EDUCATION Volume 6 ISBN 978-90-77874-96-7 hardback USD147/EUR135 ISBN 978-90-77874-94-3 paperback USD49/EUR45

LEARNING SCIENCE: A Singular Plural Perspective

Wolff-Micheal Roth, University of Victoria, Canada

Roth continues his longstanding interest in understanding how we learn science and the question why all the changes to science education made over the past five decades have a significant impact of increasing understanding and interest in the subject. Roth articulates in his concluding chapter that the problem lies in part with the theories of learning employed--in the course of his biographical experience, he has appropriated and abandoned numerous theoretical frameworks, including (radical, social) constructivism, because they fell short when it came to understand realtime processes in school science classrooms. This book, which employs the cognitive phenomenological method described in the recently published Doing Qualitative Research: Praxis of Method (SensePublishers, 2005), has been written for all those who are interested in learning science: undergraduate students preparing for a career in science teaching, graduate students interested in the problems of teaching and learning of science, and faculty members researching and teaching in science education.



BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 9 ISBN 90-77874-83-6 hardback USD147/EUR135 ISBN 90-77874-82-8 paperback USD49/EUR45

2006, 372 pp NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION Volume 1 ISBN 978-90-77874-26-4 hardback USD147/EUR135 ISBN 978-90-77874-25-7 paperback USD49/EUR35

CHANGING TEACHING, CHANGING TIMES: Lessons from a South African Township Science Classroom

Jonathan Clark, False Bay FET College, Cape Town, South Africa and Cedric Linder, Ångström Laboratory, Uppsala, Sweden This is the story of a science teacher and her work in an over-crowded and under-resourced township secondary school in contemporary South Africa. While set firmly in the present, it is also a journey into the past, shedding fresh light on how the legacy of apartheid education continues to have a major influence on teaching and learning in South Africa. The book has a compelling story line with extensively referenced notes at the end of each chapter. It is intended for a wide audience, which includes general readers, policy makers, teachereducators, researchers and, most importantly, practitioners in the field. For, while it reminds us of the powerful constraining role that both context and students play in mediating a teacher's practice, it also attests to the power of individual agency. As such it is a celebration of the actions of an ordinary teacher whose willingness to leave the well-worn paths of familiar practice stands as a beacon of possibility for contexts which seem, so often, to be devoid of hope.

2006, 290 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 8 ISBN 978-90-77874-56-1 hardback USD147/EUR135 ISBN 978-90-77874-20-2 paperback USD49/EUR45


Bev France, University of Auckland, New Zealand and John Gilbert, University of Reading This book incorporates two major themes into a model for communication about biotechnology. The first is that of a communicating community, defined as a relatively coherent social group engaging in communication within itself. As biotechnologists do not constitute a unitary group, this book refers to biotechnology communities. Similarly, the broad notion of `the public' is considered to be inadequate, and the notion of distinct public communities is used. The members of each community are considered to have a view of biotechnology made up of their understandings of the nature of science of biotechnology, understandings of the key concepts and models used in biotechnology, perceptions of the nature of risk, and beliefs and attitudes about biotechnology. The second major theme is that of search space. This is the intersection, in a virtual arena, of the components of the `views' of two communities. Where there are elements that are in common to the two, communication in terms of them is possible. Where there is no commonality, the degrees of understanding reached must be used to construct a mutual understanding that may evolve into an agreement.

2006, 110 pp THE BIOTECHNOLOGY LEARNING SERIES Volume 1 ISBN 978-90-77874-75-2 paperback USD24.50/EUR22.50



Anna Phelan and Jennifer Sumsion (eds.) Like other fields of study, teacher education defines itself both by what it includes and by what it excludes. Teacher educators and researchers have spent a great deal of time seeking and attempting to eradicate the flaws in existing structures and practices, but significantly less time learning to perceive the absences. The premise of this book is that until we can identify and begin to address what is absent, teacher education will be constrained by a perennial recycling of concerns that have characterized so much of research, policy and practice to date. If teacher education is to have a different future, we need to ask different and difficult questions. This book, with contributions from theorists in Australia, Canada and the United States, addresses the challenges we face in establishing a more hopeful future for teacher education. The authors' provocative contributions identify what is 'missing' in teacher education while providing critical counterpoints to existing frames of reference in the field. In writing 'against the grain' they open up new conceptual spaces and exciting trajectories for a different teacher education.

2008, 236 pages


Koshi Dhingra, University of North Texas and Sumi Hagiwara, Montclair State University In this engaging and well crafted book, Change Agents in Science Education situates the science educator in dynamic social, political, and cultural environments where individuals are engaged in science for change. A wide range of educational contexts are described in the book, including urban school settings in the U.S., slum communities in Mumbai, India, an agricultural community in Benin, Africa, a children's educational television program production company in the U.S. In each context, powerful examples of how science was enacted to transform ways of thinking and doing are demonstrated. Each contributor shares experiences with science, and the challenges, triumphs and lessons learned which need to be considered and addressed as part of the role of the science educator. Change, it is argued, needs to be facilitated on a variety of levels in order for learning to take place. Science educators working in a wide range of settings, community-based educational groups, and students and researchers interested in formal and informal science education, will benefit from the perspectives provided in this book.

2006, 154 pp


ISBN 978-90-8790-290-2 hardback USD99/EUR90 ISBN 978-90-8790-289-6 paperback USD49/EUR45


TEACHING 360°: Effective Learning Through the Imagination

Gillian Judson (ed.) This book offers a detailed examination of imagination in learning. Teachers working with the ideas of Imaginative Education in their classrooms provide examples that cover multiple curricular areas and span elementary through secondary school contexts. "Imagination" has moved in recent years from being considered some kind of educational frill to a recognized main workhorse of teaching and learning. It is this new perspective that this book celebrates and exemplifies. The book is divided between teachers' and researchers' voices, both exploring a range of ways in which the imagination can be used in everyday classrooms to enhance learning and increase the satisfactions of teaching. This book demonstrates how engaging the imagination lies at the core of effective education

2008, 160 pages ISBN 978-90-8790-377-0 hardback USD99/EUR90 ISBN 978-90-8790-376-3 paperback USD49/EUR45

Fraser University, British Columbia. His dissertation earned him an award of recognition for excellence in educational research in 2007 by the Canadian Association of Teacher Educators (CATE). He currently lives and teaches in Burnaby, British Columbia.

2008, 268 pages PROFESSIONAL LEARNING ISBN 978-90-8790-299-5 hardback USD147/EUR135 ISBN 978-90-8790-298-8 paperback USD49/EUR45

ENABLING PRAXIS Challenges for Education

Stephen Kemmis and Tracey J, Smith School of Education, Charles Sturt University, Wagga Wagga, Australia In a range of professions, professional practice today is under threat. It is endangered, for example, by pressures of bureaucratic control, commodification, marketization, and the standardisation of practice in some professions. In these times, there is a need for deeper understandings of professional practice and how it develops through professional careers. Enabling Praxis: Challenges for education explores these questions in the context of the initial and continuing professional education of teachers. It presents a theory of the development of praxis ­ morally committed action oriented by tradition ­ to show the ways praxis is enabled and constrained by the cultural-discursive, material and social-political conditions under which professional practice occurs. It introduces the notion of `practice architectures' to show how particular conditions for practice shape the possibilities of praxis. The way these processes work is illustrated by detailed exploration of a number of cases of praxis development in a variety of educational settings, at a variety of levels ­ in teacher education for schools and for vocational education and training, in the continuing professional education of teachers, in educational administration, and in informal, community-based education for sustainability initiatives. The book provides conceptual resources that permit deeper analysis of the character, conduct and consequences of professional practice. It concludes with challenges for education, and for initial and continuing teacher education, suggesting that the contemporary threats to education as a professional practice call for revitalisation of the profession, professional bodies and the intellectual traditions that orient and guide educational practice.

2007 316 pages ISBN 978-90-8790-253-7 hardback USD147/EUR135 ISBN 978-90-8790-254-4 paperback USD49/EUR45

PROFESSIONAL CARE AND VOCATION: Cultivating Ethical Sensibilities in Teaching

Timothy W. Wineberg This book integrates the traditional understanding of a profession ­ a calling to selfless service for the public good, through the pursuit of a learned art ­ with that of vocation ­ work that offers a deep sense of personal fulfilment, meaning, and identity. Professions are moral endeavours since they require vulnerable individuals to trust in the competence and integrity of someone who professes to care for them. Currently, most versions of professional ethics narrowly focus upon standards of conduct or upon ethical dilemmas. Yet these are rarely compelling enough to change us ­ they are not morally formative. This volume takes a different tack to doing ethics. It explicitly targets the moral development of educators. This is crucial because as we develop our sensibilities of perception and qualities of character, we can better interpret practice situations and respond fittingly. Moreover, this approach to ethics seeks to reconceptualize our professional obligation: to embody it in more adequate metaphors, and to revitalize its relational dimension. In this view, our task as educators is to seek out those relational metaphors, images, and narratives of practice which are profound enough to shape our selfperceptions and to fund our moral formation. This book explores five ethical spheres ­ sacrifice, community, craft, tradition, and moral imagination ­ and five respective pedagogical images which illuminate the nature of professional care ­ servant, moral friend, mentor, covenantor, and moral companion. When critically engaged and appropriated, these rich metaphorical images provide clarity, order, and meaning to our perceptions and powerful imperatives for our own moral development. Timothy W. Wineberg received his Ph.D in Curriculum Theory in 2006 at Simon


Elaine Munthe, University of Stavanger Michal Zellermayer Levinsky College of Education Teachers Learning in Communities is about teacher educators by those brave enough to make their professional learning public. The authors reveal the complexities of their participation in school/university partnerships and their relationships with teachers. Here practice informs



and the Collaborative Action Research Network Conference 2005 in Utrecht, the Netherlands, organized by Fontys University (dept. of Inclusive & Special Education) and Leiden University Graduate School of Teaching (ICLON).

2007 140 pages ISBN 978-90-8790-246-9 hardback USD147/EUR135 ISBN 978-90-8790-245-2 paperback USD49/EUR45

theory, greatly expanding our knowledge and understanding of these important communities. Ann Lieberman, Senior Scholar at the Carnegie Foundation for the Advancement of Teaching. Teachers Learning in Communities is full of exciting success stories about rare and exotic teacher education episodes played out on the margins of the convention-bound large-scale teacher education enterprise. The chapter authors are earnest but sometimes ambivalent parolees from the frustrating drudgery of traditional labor-intensive, top-down teacher education programs. Their stories are implicitly critical of approaches to teacher preparation judged to be out of touch with the realities of contemporary public education, whether in Norway or Israel, England or the USA, Sweden or the Netherlands. From the Epilogue Teachers in the Margins by Christopher M. Clark, University of Delaware, USA

2007 254 pages PROFESSIONAL LEARNING ISBN 978-90-8790-177-6 hardback USD147/EUR135 ISBN 978-90-8790-176-9 paperback USD49/EUR45


Grace Feuerverger, OISE, University of Toronto, Canada Award-winning author Grace Feuerverger explores teaching and learning in schools as a sacred life journey, a quest toward liberation. Written for teacher/educators who wish to make a real difference in the lives of their students, this book speaks to everyone who finds themselves, as she did, on winding and often treacherous paths, longing to discover the meaning and potential in their professional lives at school. A child of Holocaust survivors, Feuerverger wrote this book to tell how schools can be transformed into magical places where miracles happen. In an era of narrow agendas of `efficiency' and `control,' this book dares to suggest that education is and should always be about uplifting the human spirit. "It is in the spirit of resistance and hope that Feuerverger goes in search of a more fully humanistic pedagogy... A book of inspiration and practical guidance...Here, indeed, is a book about miracles ­ written by a miracle-maker for the miracle-workers teachers might yet become." ­ From the Foreword by William Ayers "A beautifully written quest for meaning through teaching, this narrative imparts a glow and significance to the relation between teachers and learners that can only arise in an awareness of a darkness ordinarily denied. A fine and unusual book, authentic and wise." ­Maxine Greene, Professor of Education (emerita), Teachers College, Columbia University "A splendid meditation on education. Feuerverger reminds us of the deepest consulation of the Classroom" ­ Richard Rodriguez, author of Hunger of Memory: The Education of Richard Rodriguez

2007, 176 pp TRANSGRESSIONS: CULTURAL STUDIES AND EDUCATION Volume 5 ISBN 978-90-8790-003-8 hardback USD147/EUR135 ISBN 978-90-8790-000-7 paperback USD24.50/EUR22.50

THE QUALITY OF PRACTITIONER RESEARCH: Reflections on the Position of the Researcher and the Researched

Petra Ponte and Ben H. J. Smit, Fontys University of Applied Sciences and Leiden University Graduate School of Teaching,ICLON, The Netherlands This book contains different perspectives on the quality of practitioner research or action research, and focuses specifically on questions of the relation between the researcher and (the field of) the researched. The collaborative characteristic of research by practitioners is seen by many as crucial for the better understanding and transformation of practices. Those who are included in these practices are expected to be part of the research. The distance between researcher and researched should, therefore, be small; in fact, this distance is absent when practitioners do research within their own field, without the interference of researchers from outside the school. This raises fundamental questions about the relationship between the researcher and the researched or the field of the researched. The authors of this book share a concern about the popularity of uncritical and rather technical approaches to practitioner research or action research. The book offers inspiring and thought-provoking ideas to all involved in research by practitioners, especially in education: researchers and facilitators in the field of practitioner research, action research, and qualitative research; teachers and other practitioners, philosophers of education, and postgraduate students. Most chapters in the book are proceedings from the joint International Practitioner Research Conference


Jacqueline van Swet Fontys University of Applied Sciences, Petra Ponte Fontys University of Applied Sciences and Leiden University Graduate School of Teaching, ICLON,The Netherlands and Ben Smit Fontys University of Applied Sciences and Leiden University Graduate School of Teaching, ICLON, The Netherlands Typical of postgraduate courses for experienced


teachers is the wealth of professional experience that the students bring with them. Such students can examine their own practice, for which they are fully responsible. Postgraduate programmes are, therefore, challenged to create a flexible and research-led infrastructure that can respond to developments in the educational field and relate these developments to educational, philosophical, conceptual, and moral issues. Through the creation of a platform for such activities, the professional development of postgraduate students can be enriched. Authors from diverse backgrounds address important aspects of the platform, such as the relation between tutors and students; teachers' professional identity; the voice of pupils; the characteristics of teachers' workplace of the participating professionals; the relationship between action research and teacher leadership. This book offers inspiring and thought-provoking ideas to all involved in postgraduate programmes in teacher education: teacher educators, policymakers, researchers, administrators, and schools collaborating with staff of postgraduate courses and their students. The book is an initiative of the Research Group `Interactive Professionalism and Knowledge Development' at Fontys University of Applied Sciences, Department of Inclusive and Special Education, The Netherlands.

2007 290 pages ISBN 978-90-8790-128-8 hardback USD147/EUR135 ISBN 978-90-8790-127-1 paperback USD49/EUR45



Mordechai Gordon, Quinnipiac University, USA and Thomas V. O'Brien , The Ohio State University at Mansfield, USA This book addresses both the concerns of teacher candidates and their misconceptions about the relation of theory and practice in education. The contributors to this volume share the belief that theories provide teachers with a frame of reference and a language with which to name and critically analyze many of the problems they face daily. The significance of theory is in its ability to define the problems that teachers face, clarify their confusions, and suggest possible solutions to these problems. Once educational theories are viewed as guides to thought and instruments of interpretation rather than as established facts, it becomes clear that they cannot simply be plugged into a particular classroom. Instead, a theory must be applied in more nuanced and contextual ways, taking into account the social-historical context in which it was created as well as the various particulars of each classroom situation. Experienced educators and scholars in the field have been recruited to write essays that speak to the relevance of different theories in philosophy, psychology, sociology, English, history, science, art, technology, and multiculturalism for the practice of teaching. This book would appeal to teacher educators, teacher candidates, and teachers in general.

2007, 156 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 12 ISBN 978-90-879004-1-0 hardback USD147/EUR135 ISBN 978-90-879002-9-8 paperback USD49/EUR45

MAKING A DIFFERENCE Challenges for Teachers, Teaching and Teacher Education

Jude Butcher ACU National, Australia Lorraine McDonald (Eds.) ACU National, Australia Making a Difference: Challenges for Teachers, Teaching and Teacher Education has been written to provide an international forum of scholarly discussion around the theme of how teachers and teacher educators can make a difference. It examines some of the challenges that need to be addressed across the teaching profession. The chapters have been developed by the contributors from a set of keynote presentations and refereed papers given at the 2005 International Study Association for Teachers and Teaching (ISATT) Conference, in Sydney, Australia. The conference was attended by 190 delegates, from a diverse range of countries: Australia, Belgium, Bosnia, Canada, China, Czech Republic, Denmark, Finland, Germany, Hong Kong, Iceland, India, Jamaica, Malaysia, Marshall Islands, Netherlands, New Zealand, Pakistan, Philippines, Poland, Portugal, Slovenia, South Africa, Sweden, Taiwan, Turkey, United Kingdom, United States, and the West Indies. A distinctive feature of the conference was the range of education systems, policies, teacher education programs, school districts, classrooms, teachers and students whose views were argued for and critiqued. This book has been prepared so that it reflects that breadth of contexts and issues.

2007 300 pages ISBN 978-90-8790-132-5 hardback USD147/EUR135 ISBN 978-90-8790-131-8 paperback USD49/EUR45

HOW WE THINK, BUT NOT IN SCHOOL: A Storied Approach to Teaching

Patrick J. Lewis, University of Regina, Saskatchewan, Canada If story is the basic principle of mind--then what are we doing in elementary schools? In this provocative exploration of narrative, the author writes from the idea that story is integral to the generation of meaning in human experience. Indeed, story plays a significant role in the formation of identity and the development of greater empathic understanding. The text begins with a discussion of the epistemological and ontological nature of narrative in human understanding and then travels across the narrative landscape of the school setting. Through an examination of the impact of standards and accountability emphasis on curriculum, the author suggests current practice may be undermining student learning and engagement. Further, the author places oracy in temporary opposition to literacy, challenging us to rethink our assumptions about the role of literacy (ies) learning. Without negating the importance of literacy, attention is drawn to what is lost in chasing the assumed inherent good-ness of a text-based literacy and how this might hinder the growth of our children. The value of narrative in developing teaching practice and promoting significant learning is brought to the foreground of the discussion, which naturally journeys into an exploration of curriculum



are reflected in the relationship between the person and her world, a relationship that evolves through acting in and with the world rather than abstracting oneself from it. Knowing develops as a function of the person's availability, that is, her full involvement and presence in the here- and-now. The aim of education is thus to foster the development of this relationship in a never-ending quest for deep interiority with the world. Drawing on their experiences as teachers, curriculum developers, students, Zen practitioners, karateka, bicyclists, hobby mathematicians, and gardeners, the authors provide many concrete examples of what it means to think about knowing and learning in terms of enaction and how teachers and curriculum developers who take enactivism seriously might go about designing and implementing lessons.

2007,232 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 14 ISBN 978-90-8790-034-1 hardback USD147/EUR135 ISBN 978-90-8790-033-3 paperback USD49/EUR45

raising serious questions about developmental approaches to curriculum construction. How we think but not in school will appeal to elementary teachers, early literacy teachers, teacher educators and those interested in narrative.

2007, 152 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 15 ISBN 978-90-8790-056-4 hardback USD147/EUR135 ISBN 978-90-8790-055-7 paperback USD49/EUR45

SHAPING THE FUTURE Critical Essays on Teacher Education

John Freeman-Moir and Alan Scott School of Educational Studies and Human Development, University of Canterbury, New Zealand (Eds.) The authors demonstrate the international reach of the debate over teacher education and they ground their discussions within the national contexts of their own experience. All the authors share the view that teacher education involves much more than acquiring a set of skills and techniques. Important as these are the well trained teacher needs, for example, to have an understanding of the contexts of teaching, of the reasons why we teach, of the role of schools as institutions within political environments, as well as a coherent perspective on curriculum and the relevant bodies of theory which give overall point to what is being done. What teacher education entails will probably never be beyond contestation, at least not so long as it takes place within capitalist democracies. These democracies, with their tensions running between liberal ideals and economic imperative, push and pull teacher education in contradictory directions. At present educational ideals seems too quickly and too dogmatically to be traded for immediate fiscal policy. The authors of these chapters articulate the reasons why such shortterm thinking will be detrimental to any approach to teacher education which commits itself to producing well rounded and comprehensively professional teachers.

2007 268 pages EDUCATIONAL FUTURES volume 9 ISBN 978-90-8790-158-5. hardback USD147/EUR135 ISBN 978-90-8790-157-8. paperback USD49/EUR45

DIMENSIONS OF PROFESSIONAL LEARNING: Identities, Professionalism and Practice

Amanda Berry, Allie Clemans, Alex Kostogriz, Monash University, Clayton, Australia (eds.) The contributors to this volume explore challenges and dilemmas around professional learning that confront educators in Australia. The book is organised around three dimensions of professional learning: professionalism, identity formation and communal sites of professional learning. It addresses important questions. In what ways do policies and practices mediate the construction of `a professional' among current and future educators? How do communal spaces shape the professional learning of educators? What are the tensions that emerge in the construction of professional identity through professional learning? As a whole, all chapters provide insight into the dynamic nature of `professional becoming'.

2007, 264 pp PROFESSIONAL LEARNING Volume 3 ISBN:978-90-8790-002-1 hardback US$147.00/ 135.00 ISBN:978-90-8790-001-4 paperback US$39.00/ 35.00

ENACTION: Toward a Zen Mind in Learning and Teaching

Domenico Masciotra, ORE, Université du Québec à Montréal, Canada W.-M. Roth, Applied Cognitive Science, University of Victoria, Canada Denise Morel, English Montreal School Board, Canada This book is addressed to all those in the field of education or related fields, including teachers, teacher-trainers, consultants, and researchers, who are interested in exploring the question, "What does it mean to know, to learn and to teach?" Contrary to popular conceptions, an enactive perspective assumes that knowing and learning are not disembodied operations that take place solely in a person's head. Rather, they are a function of the whole person who is firmly situated in the world and who acts in the world to transform it, just as she is transformed by it. The dynamic and transformational nature of knowing and learning

TEACHING TO LEARN: A View from the field

Kenneth Tobin, City University of New York and W.-M. Roth, University of Victoria, Canada (eds.) A recurrent trope in education is the gap that exists between theory, taught at the university, and praxis, what teachers do in classrooms. How might one bridge this inevitable gap if new teachers are asked to learn (to talk) about teaching rather than to teach? In response to this challenging question, the two authors of this book have developed coteaching and cogenerative dialoguing, two forms of praxis that allow very different stakeholders to teach and subsequently to reflect together about their teaching. The authors have developed these forms of praxis by working at the elbow of new and experienced teachers, students, supervisors, and department heads.Coteaching, which occurs when two or more teachers teach together, supports learning to teach while improving student


achievement. Cogenerative dialogues are conversations among all those who have been present in a lesson; they ensure that what was learned while coteaching is beneficial for all coteachers and learners. Tobin and Roth describe the many ways coteaching and cogenerative dialogues are used to improve learning environments--dramatically improving teaching and learning across cultural borders defined by race, ethnicity, gender, and language. Teaching to Learn is written for science educators and teacher educators along the professional continuüm.

2006, 284 pp NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION Volume 4 ISBN 978-90-77874-91-2 hardback USD147/EUR135 ISBN 978-90-77874-81-3 paperback USD49/EUR45


In addition to providing readers with an introduction to pedagogy in Singapore, it contains discussions on the environments in Australia, Canada, Hong Kong, South Africa, and the United States. A second focus is a strong commitment to transnational research. Although influenced by the theoretical perspectives of Bourdieu, Luke, and others, the authors are primarily focused on classroom practices. This title will be of interest to students, researchers, and practitioners who are interested in broad thematic and comparative issues. With a number of chapters on Literacy Education, Mathematics, and Science, it will also be of appeal to those more interested in content specific areas.

2006, 300 pp BOLD VISIONS IN EDUCATIONAL RESEARCH Volume 10 ISBN 90-8790-026-0. hardback USD147/EUR135 ISBN 90-8790-025-2. paperback USD49/EUR45


Fritz K. Oser, University of Fribourg, Switzerland Frank Achtenhagen, Georg-August-University Göttingen Ursula Renold, Bundesamt für Berufsbildung und Technologie, Bern, Switzerland (eds.) Internationally leading experts from four continents provide new views and pathways to teacher education and training. How can teachers be effectively and efficiently trained to master the complexity and the process conditions of teachinglearning situations? The chapters as a whole demonstrate that subtle knowledge of the conditions and variables of instructional processes is necessary. They provide new insight into the classroom. But the chapters also stress the necessity of reflection: Teachers have to learn how to judge and justify that knowledge and its use. Reflective behaviour, thus, is seem as the overall goal of teacher education and training The authors are aware that this goal might be classified as "idealistic" and present, therefore, complex examples for successful conducting instructional processes. Together, these chapters present new perspectives for successful teacher actions and the corresponding preparation for successful instruction.

2006, 306 pp ISBN 978-90-77874-69-1 hardback USD147/EUR135 ISBN 978-90-77874-68-4 paperback USD49/EUR45


John Loughran , Amanda Berry, and Pamela Mulhall, Monash Univ., Clayton, Australia There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher's grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers' professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit.Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers' pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education.

2006, 240 pp PROFESSIONAL LEARNING Volume 1 ISBN 978-90-77874-23-3 paperback USD49/EUR45

REDESIGNING PEDAGOGY: Reflections on Theory and Praxis

Wendy D. Bokhorst-Heng, National Institute of Education, Singapore, Margery D. Osborne, University of Illinois at Urbana-Champaign,USA and Kerry Lee, National Institute of Education, Singapore This book brings together selected papers from a conference focusing on Redesigning Pedagogy, organized by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore. The papers are organised around seven key themes: Literacy Education, Relations of Power, Reflection, Meaning Making, Evaluation, and Mathematics and Science. There are two distinctive features in this title. First is its international focus.


Deborah Tidwell, Linda Fitzgerald, University of Northern Iowa, USA (eds.)



attention. This collection provides a valuable resource for researchers, teachers and others who want to be stimulated by recent knowledge about youth political participation, not only in Australia but in all Western democracies where active citizenship is a valued objective.

2008, 216 pp ISBN 978-90-77874-45-5 hardback USD147/EUR135 ISBN 978-90-77874-44-8 paperback USD39/EUR35

Self-study and Diversity is a book about self-study of teaching and teacher education with equity and access as focal issues of practice. Chapters in this book have a shared orientation to diversity grounded in the acknowledgement that educators have a responsibility to address equity and access issues inherent in teaching. To that end, individual chapters address such areas of diversity as race, ethnicity, gender, disability, and power, as well as broader areas of social justice, multiculturalism, and ways of knowing. Even though the focus in a chapter may be on one particular dimension of diversity, the dilemmas and responses of a teacher educator, elicited through self-study, can apply well beyond that immediate context. This broadens the appeal of the book beyond the self-study community and beyond specific issues of diversity, to people interested in teaching in general and in the process of improving practice. An additional strength of this book is the inclusion in each chapter of information regarding the use of particular strategies, both for self-study and for teaching for diversity. A separate index of these suggested research and teaching practices will direct the reader to specific chapters.

2006, 312 pp PROFESSIONAL LEARNING Volume 2 ISBN 978-90-77874-09-7 hardback USD147/EUR135 ISBN 978-90-77874-34-9 paperback USD49/EUR45


Doug Magnuson, School of Child & Youth Care, Victoria, Canada and Michael Baizerman, School of Social Work, St. Paul, U.S.A. There is increasing recognition that protective and therapeutic approaches to youth in conflict and post-conflict societies have limitations, especially with older youth. Because youth are not only victims but also participants in conflict, they can be participants in building peace, and this book is a survey of the expertise emerging around the world of those who work with young people as participants in community development and as a peace constituency. Work with youth in conflict societies has been seen as a unique experience, because of the extraordinary and extenuating circumstances, but as the focus has changed from protection of youth to the participation of youth, a second aim of this volume is to draw connections between the skills needed under these circumstances and the practices of youthwork and human services in other contexts. The content includes program descriptions, profiles of youth workers, and essays about policy, practice, and theory.

2007, 354 pp ISBN 978-90-8790-024-3 hardback USD147/EUR135 ISBN 978-90-8790-023-6 paperback USD39/EUR35



Lawrence J, Saha, The Australian Naional University, Australia, Murray Print, University of Sydney, Australia and Kathy Edwards, University of Sydney, Australia Learning about politics and life as a citizen is part of the transition to adulthood. During this stage young people in most Western democracies are introduced to political processes and issues, as well as a range of political activities including voting and participation in social movements. But young people make this transition differently. The articles in this Book explore a range of ways that young people participate politically and also discuss those who are not 'active citizens'. The collection arose from a meeting of Australian experts in Youth Studies who came together to discuss and debate issues related to youth political participation. Collectively it provides a compendium of our current state of knowledge about this topic. While specific attention is directed to young people's introduction to enrolment and voting, discussions include broader questions such as "what does it mean to be political?", and "what role do various social institutions play in the political learning process?" Articles include discussions of the legal requirements in Australia regarding enrolment and voting, whether there is such a thing as a "youth vote", and the social psychological dimensions of youth confidence in voting. Topics related to the role of the family, the school, the media and the internet are included. Other important issues, such as gender differences, youth disenchantment, and disadvantaged youth receive much needed


Mark Krueger, Youth Work Learning Centre, University of Wisconsin-Milwaukee, USA In part a semi-autobiographical memoir of the life of a youth worker and in part a supplemental text that can be used to learn a method of qualitative research and youth work practice, Sketching Youth, Self, and Youth Work is a book for practitioners, scholars and researchers trying to understand human interactions. The author describes a method of reflexivity and experimental autobiography that places self at the center, and shares several sketches (vignettes) based on his experiences as a youth, youth worker with troubled youth, and professor of youth work. Written in the spirit of discovery learning, the material is presented with the assumption that it will be discussed, questioned and critiqued by individual readers and in classrooms and other forums where people play with and discuss written material. Researchers interested in alternative forms of mixed genre inquiry will also find the book useful. Mark Krueger is concerned with what is. He wants to show youth work as he experiences and understands it with the hope that his work and sketches will ring true with


the experiences of the reader and lead to new discoveries of their own. The hope is that in reading this book you too will be able to understand your world and the worlds of youth and youth work a little better as you know them to be.

2007, 148 pp ISBN 978-90-8790-066-3 hardback USD147/EUR135 ISBN 978-90-8790-065-6 paperback USD39/EUR35



MANAGEMENT OF CHANGE Implementation of Problem-Based and Project-Based Learning in Engineering

Erik de Graaff Delft University of Technology , The Netherlands Anette Kolmos Aalborg University, Denmark (eds.) Problem-Based Learning (PBL) and Project-Based Learning are teaching methods based on principles of student-centred learning, which target an interdisciplinary engineering curriculum. The transition from strictly traditional approaches in engineering education represents significant opportunities for change. Currently many engineering institutions in different countries all over the world exploit these opportunities for change as they move from the traditional paradigm towards the techno-science paradigm by implementing project-organised and PBL models. This book addresses the need for more structured information on the implementation process, in particular in existing engineering schools and it aims to put together on overview of examples of the introduction of PBL formats in Engineering. Concrete case histories serve as a basis for inspiration for further development but also deeper insight in the understanding of implementing change.

2007, 232 pages ISBN 978-90-8790-014-4 hardback USD147/EUR135 ISBN 978-90-8790-013-7 paperback USD49/EUR45



ISBN PB 9077874755 9789087900878 9077874364 9789087901745 9077874186 9077874046 9077874429 9789087902629 9789087900717 9087900295 9789087900478 9077874135 9789087901592 9077874828 9789087900434 9077874208 9077874682 9789077874110 9789087902896 907787433x 9087900171 9789087901295 9789087900670 9789087901554 9077874525 9789087900502 9789087900632 9789087900014 9077874488 9789087900618 9077874054 9789087902582 97877874172 9789087900731 907787478x 9077874380 9077874003 9789087901455 97877874141 9789087902537 9087900333 9789087902018 9789077874769 9789087902063 9789087902094 9789087900571 9087900155 9789087900311 9789087900472 9789087901851 9789087902636 9789087900717 9789087900410 9789087900755 9789077874134 9789087901608 9077874836 9789087900441 9789077874561 9789077874691 N/A 9789087902902 9789077874356 9789087900182 9789087901301 9789087900687 9789087901561 9789077874936 9789087900649 9789087900519 9789087900021 9779077874011 9789087900625 9789077874059 9789087902599 9789077874547 9789087902841 9789077874806 9789077874387 9789077874004 9789087901462 9789077874530 9789087900341 9789087902025 9789087900083 9789087902070 9789087902100 9789087900588 9789087900168 9789087900325 9789087900489 9789087901868 9789077874370 9789087901752 9789077874189 9789077874516 9789077874431 Qty ISBN HB N/A 9789087900885 Qty

Title A Model for Communication About Biotechnology B. France and J.K. Gilbert A Philosophy of Curriculum: The Cautionary Tale of Simultaneous Languages in a Decentred World B. Griffith An Unordinary Death...The Life of a Suicide Bomber K. Sabra Analyzing Best Practices in Technology Education M. De Vries, R. Custer and J. Dakers (Eds.) Anti-Colonialism and Education G.J. Dei Auto/Biography and Auto Ethnography: Praxis of Research Method W.-M. Roth Avoiding Simplicity, Confronting Complexety: Advances in Studying and Designing (Computer-Based) Powerful Learning Environments G. Clarebout and J. Elen Being With A/r/tography S. Springgay Beyond the Modern-Postmodern Struggle in Education I Gur-Ze'ev Bridging Theory and Practice in Teacher Education M. Gordon Censorship!...or...selection? confronting a Curriculum of Orthodoxy through Pluralistic Models S. Shariff and L. Johnny Career Development and Systems Theory: Connecting Theory and Practice W. Patton and M. McMahon Career Development in Childhood and Adolescence V.B. Skorikov and W. Patton (eds.) Change Agents in Science Education K. Dhinga Changing Notions of Citizenship Education in Contemporary Nation-states K. Roth Changing Teaching, Changing Times: Lessons From a South African Township Classroom. J. Clark Competence Oriented Teacher Training: Old Research Demands and New Pathways F.K. Oser, F. Achtenhagen and U. Renold Counseling Youth T. Besley Critical Readings in Teacher Education A. Phelan and J. Sumsion (eds.) Culture of Science Education: Its History in Person, The K. Tobin and W.-M. Roth Deleuze, Education and Becoming I. Semetsky Democratic Practices as Learning Opportunities R. van der Veen Demystifying Research C. Jackson and G. Taylor Design and Use of Simulation Computer Games in Education, The B. Shelton and D. Wiley (Eds.) Dewey and Power: Renewing the Democratic Faith R. Hewitt Diasporic ruptures: Globality migrancy, and expression of identity Vol. I A. Asgharzadeh, E. Lawson, K.U. Oka and A. Wahab (eds.) Diasporic ruptures: Globality migrancy, and expression of identity Vol. II A. Asgharzadeh, E. Lawson, K.U. Oka and A. Wahab (eds.) Dimensions of Professional Learning: Professionalism, Oractice and Identity A. Berry, A. Clemans and A. Kostogriz (eds.) Doing Educational Research: A Handbook K. Tobin and J. Kincheloe Doing teacher research W.-M. Roth Doing Qualitative Research: Praxis of Method W.-M. Roth Dynamics of International Student Circulation in a Global Context, The H. De Wit Education and the Spirit of Time: Historical Global and Critical Reflections O.-P Moisio and J. Suoranta Education for Innovation R.L. De Haan and K.M. Narayan (eds.) Education is Not Rocket Science: The Case for Deconstructing Computer Labs in Schools D. Zandtvliet Education Poverty and The World Bank P. Jones Education Reform in Societies in Transition: International Perspectives J. Earnest and D. Treagust(eds.) Education Under Occupation: The Heavy Price of Living in a Neocolonized and Globalized World P. Orelus Edutopias M.A. Peters Enabling Praxis S. Kemmis Enaction D. Masciotra and W.-M. Roth Enhancing Human Performance via Simulation-based Training and Aiding D. Towne Ethnomathematics: Link Between Traditions and Modernity U. D'Ambrosio Expanding Waistlines: An Educator's Guide to Childhood Obesity David Campos Ethics of Caring: Bridging Pedagogy and Utopia, The T.A. Shel Feminist Utopianism & Education C. Forde Financing Higher Education D.B. Johnstone Five Pedagogies, a Thousand Possibilities M. Zembylas Future of the American Public Research University R.L. Geiger et al (eds.) Girls in a Goldfish Bowl: Moral Regulation, Ritual and the Use of Power amongst


Inner City Girls R. George Global Citizenship Education M.A. Peters, A. Britton and H. Blee (eds.) Global Knowledge Cultures C. Kapitzke Great Ideas in Science Education; Case Studies of Noted Living Science Educators X. Liu (Ed.) The Great White North? Exploring Whiteness, Privilege and Identity in Education P. Carr and D. Lund (Eds.) Handbook of Research on Psycholochy of Mathematics Education A. Gutierez and P. Boero Harry Potter; Feminist Friend or Foe? R. Mayes-Elma Higher Education: A Worldwide Inventory of Centers and Programs P. Altbach, L. Bozeman and N. Janashia (Eds.) Higher Education in the New Century P. Altbach and P. McGill Peterson (Eds.) Higher Education Systems U.Teichler How Fins Learns Mathematics and Science E. Pehkonen How Should I Know? Preservice Teachers' Images of Knowing (by Heart ) in Mathematics and Science K.T. Nolan How we think but not in school P.J. Lewis In From the Margins: Adult Education Work and Civil Society A. Antikainen, C.A. Torres and P. Harininen In Search of Meaning and Coherence: A Life in Research W.-M. Roth Intellectual Advancement Through Disciplinarity: Verticality and Horizontality in Curriculum Studies W.F.Pinar International Handbook of Technology Education M.J. de Vries Key Works In Radical Constructivism (Edited by M. Larochelle) E. von Glasersfeld Knowledge economy, development and the future of higher education M.A. Peters Language, Capital, Culture: Critical Studies and Education in Singapore V. Vaish Leaders in Philosophy of Education L. Waks (ed.) Learning Science: A singular Plural Perspective W.-M. Roth Leonardo's Vison A Guide to Collective Thinking and Action V. Brown Lost Dream, The A. Scott Magic Circle: Principles of Gaming & Simulation, The J. Klabbers Making a Difference: Challenges for Teachers, Teaching and Teacher Education J. Butcher and L. MacDonald (Eds.) Making Connections: Comparing Mathematics Classrooms Around the World D. Clarke, J. Emanuelsson, E. Jablonka and I.A.C. Mok Management of Change E. de Graaff Mathematics Classrooms in Twelve Countries: The Insiders Perspective D. Clarke, C. Keitel and Y. Shimizu Mathematisation And Demathematisation U. Gellert and E. Jablonka Matrix Ate my Baby, The A. Gibbons Metropedagogy J. Kincheloe Mixed Methodology in Psychological Research P. Mayring Multiple Citizenship as a challenge to European nation-states D. KalekinFishman and P. Pitkanen Multiple State Membership in the Era of Transnational Migration P. Pitkanen and D. Kalekin-Fishman New Mathematics Education Research and Practice J. Maasz Nietzsche, Ethics and Education P. Fitzsimons Notational Knowledge: Developmental and Historical Perspectives E. Tuebal, J. Dockrell and L. Tochinsky (Eds.) On Marx P. Allman On the outskirts of engineering: Learning identity, gender and power via engineering practice K. Tonso Paths to Teaching the Holocaust T. Duboys Pedagogy and Praxis in the Age of Empire: Towards a New Humanism P. McLaren and N. Jaramillo Philosophy, Learning and the Mathematics Curriculum: Dialectical Materialism and Pragmatism Related to Chinese and American Mathematics Curriculums X. Xie and P.F. Carspecken Politics, Bilding and Social Justice H. Sunker Politics of Education, The T. Monchinski Postgraduate Programmes as Platform J. van Swet Pragmatism and Education D. Trohler Private Higher Education: A Global Revolution P. Altbach and D. Levy (Eds.) Professional Care and Vocation: Cultivating Ethical Sensibilities in Teaching T.W. Winerberg Professoriate in the Age of Globalization, The N. Stromquist Prospects of Higher Education S. Margison Quality of Practitioner Research, The P. Ponte Racists Beware: Uncovering Racial Politics in the Post Modern Society G.J. S Dei

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Radicals in Spite of Themselves: Ultra Orthodox Women Working Ouside of the Haredi Community D. Kalekin-Fishman and K. Schneider Reading Writing and Thinking P.L. Thomas Redesigning Pedagogy W.D. Bokhorst Re-Emergence of Values in Science Education, The D. Corrigan, J. Dillon and R. Gunstone Research Collaboration: Relationships and Praxis S Ritchie (Ed.) Researching Education: Visually - Digitally ­ Spatially J. Moss (ed.) Researching Technology Education H. Middleton Resisting Qualifications Reforms in New Zealand: The English Study Design as Constructive Dissent T. Locke Rethinking Education with ICT N. Yelland, G.A. Neal and E. Dakich (eds.) Science Education in Context: An International Examination of the Influence of Context on Science Curricula Development and Implementation R.K. Coll and N. Taylor (eds.) Science Inquiry, Argument and Language: A Case for the Science Writing Heuristic B.M. Hand (Ed.) Science, learning, Identity: Sociocultural and cultural-historical perspectives K. Tobin and W.-M. Roth (eds) Self-Study and Diversity D. Tidwell and L. Fitzgerald Serious Educational Games: From Theory to Practice L. Annetta (ed.) Shaping the Future J Freeman-Moir Sketching Youth, Self, and Youth Work M. Krueger Soaring beyond boundaries: Women breaking educational barriers in traditional societies R.O. Mabokela (Ed.) Stepping Stones for the 21st Century: Australasian Mathematics Education Research G. Leder and H.J. Forgasz (Eds.) Sustainable Communities, Sustainable Environments: The Contribution of Science and Technology Education D. Zandvliet and D. Fisher (Eds.) Symbolic Movement: Critiques and Spirituality in Sociology of Education P. Wexler Symbolic Power in Cultural Contexts: Uncovering Social Reality J. Houtsonen and A. Antikainen Teachers Learning in Communities: International Perspectives M. Zellermayer and E. Munthe(Ed.) Teaching 360°: Effective Learning Through the Imagination G. Judson Teaching learning and other miracles G. Feuerverger Teaching Scientific Inquiry R. Duschl and R. Grandy Teaching To Learn: A View From the Field K. Tobin and W.-M. Roth Teaching Qualitative Research: Cases and Issues R.E. Hurworth Technology-Mediated Narrative Environments G. Detorri Theorems in School: From History, Epistemology and Cognition to Classroom Practice P. Boero (ed.) Towards Globo Sapiens P. Kelly Tradition and Transition P. Altbach Trails in education: Technologies that support navigational learning J. Schoonenboom, M.Levene, J. Heller, K. Keenoy, and M. Turcsányi-Szabó Traveling Through Education: Uncertainty, Mathematics, Responsibility O. Skovsmose Trying to Teach in a Season of Great Untruth: Globalization, Empire and the Crises of Pedagogy D.G. Smith Twenty-first Century Schools G. Macdonald Undead Theories: Constructivism, Eclecticism and Research in Education D. Geelan Understanding and Developing Science Teachers Pedagogical Content Knowledge J. Loughran, A. Berry and P. Mulhall Understanding Teacher Expertise in Primary Science: A Sociocultural Approach A. Traianou University Collaboration for Innovation D. Good Women Principals in a Multicultural Society: New Insights into Feminists Educational Leadership I. Oplatka and R. Hertz-Lazarowitz Women's Universities and Colleges F. Purcell (Ed.) Work with youth in divided and contested societies D. Magnuson and M. Baizerman (eds.) Working with Foucault in Education M. Walshaw Young Children Learn Measurement and Geometry M. Van den Heuvel-Panhuizen and K. Buys (eds.) Youth and Political Participation L.J. Saha, M. Print and K. Edwards (ed.)

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