For over 30 years, Teaching for Diversity and Social Justice has been the definitive sourcebook of theoretical foundations, pedagogical and design frameworks, and curricular models for social justice teaching practice. Thoroughly revised and updated, this fourth edition continues in the tradition of its predecessors to cover the most relevant issues and controversies in social justice education (SJE) in a practical, hands-on format. Filled with ready-to-apply activities and discussion questions, this book provides teachers and facilitators with an accessible pedagogical approach to issues of oppression in classrooms. The revised edition also focuses on providing students and participants with the tools needed to apply their learning about these issues. This fourth edition includes new and revised material for each of the core chapters in the book complemented by fully developed online teaching designs, including over 150 downloadables, activities, and handouts on the book's companion website.

A classic for educators across disciplines and contexts, Teaching for Diversity and Social Justice presents a thoughtful, well-constructed, and inclusive foundation for engaging people in the complex and often daunting problems of discrimination and inequality in American society.

School, Family, and Community Partnerships: Preparing Educators and Improving Schools, 3rd Edition prepares future teachers and administrators to conduct effective and equitable programs of family and community engagement that contribute to student success in school. Renowned authors Joyce L. Epstein and Steven B. Sheldon present the theories, research, policies, and practices that have been shown to improve the design and conduct of partnership programs in diverse communities and at all grade levels. Chapters include a historic overview of early research, recent studies with advanced methods, and many examples of research-based approaches for district leadership and school improvement. All chapters include discussion questions and classroom assignments that professors may use to provoke thinking and help future educators understand that family and community engagement is part of their professional work.

New in this 3rd Edition:

• Updated, streamlined readings make it easy for students to explore early, influential studies that framed the field and recent studies of multilevel effects of leadership for partnerships.
• Comments, discussion topics, and classroom activities challenge students to think deeply about many aspects and issues of school, family, and community partnerships.
• Interview assignments enable students to hear the voices and views on partnerships of practicing educators, parents, students, and others in the community.
• Readings and activities across chapters help colleges and universities meet new standards of the Council for the Accreditation of Educator Preparation (CAEP) for graduates to "demonstrate their ability to effectively work with diverse P-12 students and their families."

After decades of research and exemplary practice that confirm that family and community engagement is an essential component of good school organization, most new teachers and administrators still are unprepared to partner with all families to support student learning and development. This book will help professors in Schools, Colleges, and Departments of Education (SCDE) prepare their graduates to understand, organize, and continually improve partnership programs in all schools, with all families, and for all students.

The Ethics of War and Peace is a lively introduction to one of the oldest but still most relevant ethical debates. Focusing on the philosophical questions surrounding the ethics of modern war, Helen Frowe presents contemporary just war theory in a stimulating and accessible way.

This third edition has been revised and updated throughout, with additional material covering belligerents' duties to refugees, the scope of jus ad bellum, indirect intervention and alternatives to intervention, and the withdrawal of forces from Afghanistan. The book also covers key topics, including:

• theories of self-defence and national defence
• jus ad bellum, jus in bello and jus post bellum
• the moral status of combatants
• humanitarian intervention
• weapons and technology
• the principle of non-combatant immunity
• the nature of terrorism and the moral status of terrorists.

Each chapter uses examples and concludes with a summary, discussion questions and suggestions for further reading to aid student engagement, learning and revision. A glossary covers the full range of relevant terminology.

This is the ideal textbook for students of philosophy and politics approaching this important area for the first time.

This collection brings together international teacher educators to employ a 'long view' of an historic and values-based dialectic in teacher education. The authors reflect how employing historical consciousness to look back can offer greater continuity to teachers' moral and political values within their training.

The book draws on research from experienced teacher educators representing different historical, social and political contexts in North America, Europe, Asia as well in post-conflict South Africa. Within each section, the authors reflect on the development of the moral and political values of pre-service and in-service teachers in an era of global neo-liberalism and how this is inextricably bound up with the narratives of professionals in the past within their own national context. Each chapter takes a 'long view' of the role of historical consciousness in informing the moral and political values of pre-service and in-service teachers, providing examples of how international teacher educators can collectively support one another in restoring a vibrant, values-based dialectic within the processes, pedagogies and provision of university and school-based training for which they are responsible. The 'long view' approach offers a compelling argument for the need to connect pre-service and in-service teachers' values and narrative to the legacy of professionals of the past.

Moral and Political Values in Teacher Education over Time will be of great interest to researchers, academics and students in teacher education, comparative education and the history of education. It will also be of interest to international university and school-based teacher educators and policymakers in the field.

Chan's book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning.

Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences, however the assessment of these programmes tends to be limited, unclear, and contested.

Assessment plays a central role in education policies and students' approach to learning. But do educators know how to assess less traditional learning such as service learning, entrepreneurship, cross-discipline or cross-cultural projects, internships and student exchanges? While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as mathematics, law, languages, science and social studies, there is a lack of assessments and research that focus on holistic competencies. How do we assess students' ability to think critically, problem solve, adapt, self-manage and collaborate?

Central to the discussion in this book, is the reason students are assessed and how they should be assessed to bring out their best learning outcomes. Offering a collection of best assessment practice employed by teachers around the world, this volume brings together both theoretical and empirical research that underpins assessment; and perceptions of different stakeholders - understanding of assessment in experiential learning from students, teachers, and policymakers. The idea of assessment literacy also plays an important role in experiential learning, for example, reflection is often used in assessing students in experiential learning but how reflection literate are educators, are they aware of the ethical dilemmas that arise in assessing students? These questions are discussed in detail. The volume also introduces a quality assurance programme to recognise student development within experiential learning programmes.

The book will be particularly informative to academic developers, teachers, students and community partners who struggle with the development and assessment for experiential learning, those who plan to apply for funding in experiential learning, and policymakers and senior managements seeking evidence and advice on fine-tuning curricular, assessment designs and quality assurance.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Whither the seminal thinking and practice of Paulo Freire in contemporary times? If Covid 19 is the most seismic health crisis in living memory, it is also just as much an unprecedented crisis for education and society. While Paulo Freire's work so often calls attention to the deprivations and exploitations suffered by the weakest in our society, at no stage does Freire's work succumb to a negativism or a pessimism about the possibilities of transformation. To the contrary, Freire's work is always animated by a strong and fundamental affirmative spirit which calls on people to join together to make change, as opposed to simply waiting around for it to happen.

This text on Freire's contemporary importance thus seems a timely intervention. Originally a conversation between engaged interlocutors at a University of Catania symposium, this discussion then broadens out to include connection to the particular rendering of these issues across different national and international contexts.

Including essays by established and new thinkers in the Critical Pedagogy perspective, the book also includes up to date and exciting interviews with contemporary practitioners of Theatre of the Oppressed and related social-therapeutic approaches in Italy.

This edited book explores the origins and evolution of the early childhood education and care (ECEC) system on the island of Ireland since the establishment of the Irish Free State in 1921. While the book acknowledges and celebrates the role of parents in caring for and educating their young children within the home, the key focus is on the provisions outside the home for children from birth to six years. It critiques the historical and contemporary provision under a number of key themes including curriculum, the policy and legislative landscapes, inspection and regulation, Irish language provision and professionalisation. Written by key experts and actors from the sector, it makes a unique contribution to the existing literature by bringing together in one collection a critical analysis of the key themes relating to the development of ECEC in Ireland. Moreover, signposts and signals for the future development of the sector are integral to the book.

The Ethics of Artificial Intelligence in Education identifies and confronts key ethical issues generated over years of AI research, development, and deployment in learning contexts. Adaptive, automated, and data-driven education systems are increasingly being implemented in universities, schools, and corporate training worldwide, but the ethical consequences of engaging with these technologies remain unexplored. Featuring expert perspectives from inside and outside the AIED scholarly community, this book provides AI researchers, learning scientists, educational technologists, and others with questions, frameworks, guidelines, policies, and regulations to ensure the positive impact of artificial intelligence in learning.

For the 250th anniversary of the founding of Dartmouth College, the Political Economy Project at Dartmouth assembled a stellar cast of junior and senior scholars to explore the systemic conditions facing those seeking to found a new college two hundred fifty years ago.
What were the key political, economic and religious parameters operating in the Atlantic world at the time of the College's founding? What was the religious scene like at the moment when the Rev. Samson Occom of the Mohegan nation and the Rev. Eleazar Wheelock of Connecticut, two men from very different backgrounds whose improbable meeting occurred during the Great Awakening of the early 1740s, set about establishing a new school in the northern woods in the 1760s? How were the agendas of contemporaries differently mediated by the religious beliefs with which they acted, on the one hand, and the emerging thought world of political economy, very broadly understood, on the other? These are among the rich and variegated topics addressed in Dartmouth and the World, which breaks the mold of the traditional commemorative volume.

This Companion covers a range of receptions of ancient Greek and Roman gender and sexuality. It explores ancient representations of these concepts as we de?ne them today, as well as recent perspectives that have been projected back onto antiquity.

Beginning in antiquity, the chapters examine how the ancient Greeks and Romans regarded concepts of what we would today call "gender" and "sexuality" based on the evidence available to us, and chart the varied interpretations and receptions of these concepts across time to the present day. In exploring how di?erent cultures have "received" the classical past, the volume investigates these cultures' di?erent interpretations of Greek and Roman sexualities, and what these interpretations can reveal about their own attitudes. Through the contributions in this book, the reader gains a deeper understanding of this essential part of human existence, derived from in?uential sources. From ancient to modern and postmodern perspectives, from cinematic productions to TikTok videos, receptions of ancient gender and sexuality abound.

This volume is of interest to students and scholars of ancient history, gender and sexuality in the ancient world, and ancient societies, as well as those working on popular culture and gender studies more broadly.

Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling.

The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching.

This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Ditching the stuffy hang-ups and benighted sexual traditionalism of the past is an unambiguously positive thing. The sexual revolution has liberated us to enjoy a heady mixture of erotic freedom and personal autonomy. Right?

Wrong, argues Louise Perry in her provocative new book. Although it would be neither possible nor desirable to turn the clock back to a world of pre-60s sexual mores, she argues that the amoral libertinism and callous disenchantment of liberal feminism and our contemporary hypersexualised culture represent more loss than gain. The main winners from a world of rough sex, hook-up culture and ubiquitous porn - where anything goes and only consent matters - are a tiny minority of high-status men, not the women forced to accommodate the excesses of male lust. While dispensing sage advice to the generations paying the price for these excesses, she makes a passionate case for a new sexual culture built around dignity, virtue and restraint.

This counter-cultural polemic from one of the most exciting young voices in contemporary feminism should be read by all men and women uneasy about the mindless orthodoxies of our ultra-liberal era.

Rejecting the vocabulary and presuppositions common in Western talk about men, this book considers the ways in which men see, speak about, and understand themselves. Based on the author's experience of teaching young men at a military academy and drawing on a range of theory, it identifies a disconnect between academic discourses on "masculinity," based as these are on theoretical positions that describe the world from a position of "outsidership," and the reality of most men's experience-or, the way in which men see themselves. With an erroneous view of men dominating the airwaves, most men simply fail to engage, leaving the mistaken conceptions of masculinity to circulate and allowing policies to develop that treat men as predators and aggressors. Presenting insights into masculinity drawn from experience with young men drawn toward military life, Masculinity from the Inside seeks to address the gulf between scholarly understandings of men and men's own understandings of themselves. It will therefore appeal to scholars and students of sociology, cultural studies, and gender studies, to anyone with interests in contemporary masculinity and the question of what it means to be a man.

Offering a vital, critical contribution to debates on gender, sexuality and schooling in South Africa, this book highlights how South African educational practices, discourses and structures normalize cisheteronormativity, along with how these are resisted within schools and through contemporary forms of activism.

Not only does it add fresh insights to the existing research literature on gender, sexualities and schooling, it also underscores the valuable contributions of queer and transgender social movements, which have made influential legislative, teaching, learning and support contributions to education. Drawing on ethnographic research with queer and transgender activists, teachers, school managers, parents and school attending youth, the book provides everyday real-life quotes and observations offering a deeply critical contribution to the debates on gender and sexualities, education and activism. Using spatial and affect theories, it troubles the assumptions that frame this field of research to make a novel contribution to the national and international literature and research.

The book provides research-based insights for thinking about and calls for informed action to challenging cisheteronormativity within and beyond schools.

This fifth volume in Christian Fuchs's Media, Communication and Society series presents foundations and applications of digital ethics based on critical theory. It applies a critical approach to ethics within the realm of digital technology.

Based on the notions of alienation, communication (in)justice, media (in)justice, and digital (in)justice, it analyses ethics in the context of digital labour and the surveillance-industrial complex; social media research ethics; privacy on Facebook; participation, co-operation, and sustainability in the information society; the digital commons; the digital public sphere; and digital democracy. The book consists of three parts. Part I presents some of the philosophical foundations of critical, humanist digital ethics. Part II applies these foundations to concrete digital ethics case studies. Part III presents broad conclusions about how to advance the digital commons, the digital public sphere, and digital democracy, which is the ultimate goal of digital ethics.

This book is essential reading for both students and researchers in media, culture, communication studies, and related disciplines.

This handbook presents a much-needed and comprehensive exploration of the rapidly growing fields of animal welfare and law.

In recent years there has been increasing attention paid to our complex, multifaceted relationships with other animals, and in particular, the depth and breadth of various societal uses of animals. This has led to a reconsideration of their moral and social status, which has sometimes challenged the interests of those who use animals. In such a contested domain, sound evidence and reasoning become particularly important. Through firm commitment to such principles, this book explores the biological foundations for the moral consideration of animals and for evolving conceptualisations of animal welfare. It reviews in detail the welfare concerns associated with numerous forms of animal use. The inclusion of key recent developments such as climate change, pandemics, and antimicrobial resistance, ensures this text is among the most current in its field. The ethical implications of the various uses of animals by society are considered, and chapters provide important recommendations for reforms of practice, law, or policy. The status of animal law internationally, and in major world regions, is reviewed. Finally, the book considers human behavioural change and strategies for improving stakeholder communication and education.

The handbook is essential reading for students and scholars of animal welfare, animal law and animal ethics everywhere, and for policy-makers and other professionals working in the animal welfare sector.

Translanguaging pedagogy values the dynamic interaction of languages. In doing so it promotes creative forms of learning in which critical literacy can develop in a trans-systemic approach. Thanks to the creation of translanguaging spaces, secondary school learners are engaged in plurilateral and multidirectional meaning making processes. While they are enquiring topical as well as socially and culturally relevant issues, they can develop critical engagement and civic empathy.

The present volume provides a theoretical framework with descriptors for multilingual critical literacy. In addition, it showcases lesson-plans on rap-literature(s) in more languages (German, Italian, English, Spanish) and other multimodal and plurilingual inputs, as well as translanguaging tasks.