Education

Author and university teacher Carolyn Zhao knows from experience that the answer isn’t just to stay up later and study harder. It is possible to have fun---and get A’s!

Sharing her method that transformed her own son from a struggling high school student into an Ivy League freshman, Zhao explains that a quality education is not just about achieving high marks, but becoming a well-rounded individual---and top universities and employers are actively seeking such students right now.

In "Have Fun and Get A’s", Zhao reveals:

Why developing your “Emotional Quotient” (EQ) is just as important as IQ

How to combine intellectual learning with hands-on practice for best retention

How to study less and achieve more

Why playing sports is crucial for mind, body, and character

How having fun develops our creative mind and highest potential

How to develop a lifelong service mindset

"Have Fun and Get A’s" encourages parents and teachers to help our youth become agents of change, not victims of it. It also empowers young people to take charge of their own transformation by dreaming big and developing the right mindset for success. Discover how to develop your potential, so you can reap the rewards for a lifetime!

You are in luck. "Dyslexic AND UN-Stoppable" is not just another book about dyslexia. It is uniquely designed for both the dyslexic and non-dyslexic reader. "Dyslexic AND UN-Stoppable" shows you how Lucie Curtiss, discovered her own dyslexia at age 25, developed tools and strategies to become a successful entrepreneur. She honed these tools as she helped her dyslexic son excel at school. She then enrolled her husband, Dr. Douglas Curtiss, a Yale-trained pediatrician, to contribute to this book. Together they show you how to implement these strategies in your life so that your dyslexic child can be UN-Stoppable. You’ll find practical insights, real-life success stories, and online video tutorials to help your dyslexic child with reading, writing, spelling, math, and much more.

And if you are dyslexic yourself, "Dyslexic and UN-Stoppable" will Inspire and Empower you to live the life of your dreams by:

- Revealing the True Gifts dyslexia offers

- Describing two real-life Success Stories from a mother and a son with dyslexia

- Visually teaching you Tools and Strategies you can use every day

- Helping you blast through the limitations of dyslexia by Discovering Your Niche

- Showing you how to Navigate the School System step by step

- Reinstilling your natural Love of Learning

Another word for dyslexia is smart. So use these powerful strategies, discover your unique talents, and become UN-Stoppable!

You are in luck. "Dyslexic AND UN-Stoppable" is not just another book about dyslexia. It is uniquely designed for both the dyslexic and non-dyslexic reader. "Dyslexic AND UN-Stoppable" shows you how Lucie Curtiss, discovered her own dyslexia at age 25, developed tools and strategies to become a successful entrepreneur. She honed these tools as she helped her dyslexic son excel at school. She then enrolled her husband, Dr. Douglas Curtiss, a Yale-trained pediatrician, to contribute to this book. Together they show you how to implement these strategies in your life so that your dyslexic child can be UN-Stoppable. You’ll find practical insights, real-life success stories, and online video tutorials to help your dyslexic child with reading, writing, spelling, math, and much more.

And if you are dyslexic yourself, "Dyslexic and UN-Stoppable" will Inspire and Empower you to live the life of your dreams by:

- Revealing the True Gifts dyslexia offers

- Describing two real-life Success Stories from a mother and a son with dyslexia

- Visually teaching you Tools and Strategies you can use every day

- Helping you blast through the limitations of dyslexia by Discovering Your Niche

- Showing you how to Navigate the School System step by step

- Reinstilling your natural Love of Learning

Another word for dyslexia is smart. So use these powerful strategies, discover your unique talents, and become UN-Stoppable!

Author and university teacher Carolyn Zhao knows from experience that the answer isn’t just to stay up later and study harder. It is possible to have fun---and get A’s!

Sharing her method that transformed her own son from a struggling high school student into an Ivy League freshman, Zhao explains that a quality education is not just about achieving high marks, but becoming a well-rounded individual---and top universities and employers are actively seeking such students right now.

In "Have Fun and Get A’s", Zhao reveals:

Why developing your “Emotional Quotient” (EQ) is just as important as IQ

How to combine intellectual learning with hands-on practice for best retention

How to study less and achieve more

Why playing sports is crucial for mind, body, and character

How having fun develops our creative mind and highest potential

How to develop a lifelong service mindset

"Have Fun and Get A’s" encourages parents and teachers to help our youth become agents of change, not victims of it. It also empowers young people to take charge of their own transformation by dreaming big and developing the right mindset for success. Discover how to develop your potential, so you can reap the rewards for a lifetime!

When educators or parents work with students at a One-on-One level, challenges often arise. Knowing a subject does not necessarily mean one can teach it, let alone teach it effectively and inspirationally. So many factors, strategies, and actions combine to make exceptional One-on-One instruction. "One-on-One 101" is the authoritative roadmap to mastering the art of individualized instruction.

The original learning form is One-on-One, beginning when a child first looks to a parent for guidance. The most coveted learning form is also One-on-One, as schools struggle with increasing class sizes and move towards newer models of teaching, such as “flipped” and blended learning. These emerging models demand a comprehensive definition of what transcendent One-on-One learning looks like and how best to implement it.

Individualized instruction is highly sought after for the personalized attention it offers, but it remains elusive for so many people due to its high costs, complexity, and impracticality. What is the “secret sauce” that goes into prospering within this realm of education? The precise formula is known by a select few but direly needed by so many. "One-on-One 101" serves to empower anyone to be a successful One-on-One expert.

Critical bedrocks of ideal One-on-One dynamics include using specific socio-emotional cues, leveraging praise without falling back on faulty longstanding conventions, meaningfully connecting with students, and putting into play a wide array of teaching tricks, such as appropriately timing specific verbal phrases, avoiding pitfalls, and permanently ending student shutdown. Inspired individualized instruction is a true art form, and "One-on-One 101" stands as the definitive guidebook for mastering this art.

Of those who stay, most go through periods of burnout.

Teachers everywhere start with high hopes of making a difference, but quickly get consumed with all of the unexpected demands, leaving them exhausted and wondering if this whole teaching thing was a good idea. While there are many books focused on curriculum and teaching techniques, Teacher’s Field Guide takes a unique approach by addressing the real-life needs of the teacher who is often left behind and rarely discussed by other books in the marketplace.

Teacher’s Field Guide is all about that “other stuff”. It offers tips, tools, and strategies to lessen the stress, and increase the joy in teaching.

It supports each teacher in seven important areas of their personal and professional lives:

Teachers will discover answers to questions such as:

Teachers matter, and teachers deserve to be supported and encouraged while they lead our future generations. Teacher’s Field Guide is the personal support teachers everywhere have needed, and guarantees to help reverse the trend that 50% of new teachers quit within their first five years.

Of those who stay, most go through periods of burnout.

Teachers everywhere start with high hopes of making a difference, but quickly get consumed with all of the unexpected demands, leaving them exhausted and wondering if this whole teaching thing was a good idea. While there are many books focused on curriculum and teaching techniques, Teacher’s Field Guide takes a unique approach by addressing the real-life needs of the teacher who is often left behind and rarely discussed by other books in the marketplace.

Teacher’s Field Guide is all about that “other stuff”. It offers tips, tools, and strategies to lessen the stress, and increase the joy in teaching.

It supports each teacher in seven important areas of their personal and professional lives:

Teachers will discover answers to questions such as:

Teachers matter, and teachers deserve to be supported and encouraged while they lead our future generations. Teacher’s Field Guide is the personal support teachers everywhere have needed, and guarantees to help reverse the trend that 50% of new teachers quit within their first five years.port teachers everywhere have needed, and guarantees to help reverse the trend that 50% of new teachers quit within their first five years.

Is your child depressed, unmotivated, resentful, or angry when it’s time to go to school each morning?

Does your child come home from school and share stories of being bullied, made fun of, or just plain feeling unheard or understood? Does your child possess unusual talents that go unrecognized or unused at school—or, worse, is he or she seen as strange, weird, or abnormal by teachers or peers?

If you answered yes to any of these questions, or your child just plain hates to go to school, help has arrived. Dr. Mara Linaberger tackles the real issues behind why your kid hates school and uncovers ways to turn the situation around, allowing you to craft a plan to get your child out of misery and back to thriving.

Help! My Child Hates School is dedicated to frustrated parents everywhere who are serious about their child’s happiness and are ready to take action. Along the way, Dr. Linaberger, an educational innovator with over 25 years of experience, will share stories, tips, and tricks to help you instill a love for learning in your child!

If your child can’t last another day in school, and you’ve had it with the fighting, crying, and coercing, Help! My Child Hates School is for you. Join the thousands of parents who are taking back their right to co-create an amazing future for their child and tackle all of your fears and questions along the way!

It’s no surprise principals feel overwhelmed and exhausted. Every day, they deal with federal and state regulations, district policies, and parental pressures. The expectations on educators are higher than ever, tempting many principals to consider alternate livelihoods. Former school leader and teacher Angela Kelly Robeck helps principals who feel discouraged at the lack of control they feel over their job and personal life, allowing them to find a new perspective on working to exhaustion, saying yes when they don’t want to, and completely dreading going to work each day.

The Empowered Principal provides relief for readers by pointing out that they have the power and ability to manage the results in their life by adjusting their approach and being mindful of their thoughts and emotional state—regardless of whether they choose to stay in their job or even pursue an alternate career. Angela shares how to manage feelings of overwhelm, reasons why school leaders stay in their jobs, how to confidently stay or peacefully go (and how to choose, and why educators are afraid to speak up. The Empowered Principal guides principals to reform the way they live and work as an educational leader and allows them to work each day with joy and accomplishment.

Fed up with low revenue and long hours, veteran eye care physician Dr. Connie Vuong decided to pivot. Dr. Vuong took her passion for eye care to the front lines of the fight against myopia (near-sightedness) in children. Her weapon of choice? Ortho-K therapy. In The Profitable & Stress-Free Eye Doctor, Dr. Vuong invites readers to learn how she was able to create a successful Ortho-K specialty practice, where she works just two days a week and 98% of her patients pay without using any type of insurance. She even expands on:

Students and parents are flummoxed with the question of why one student with the same grades and test scores gets in while another does not. For the first time, a Stanford admissions insider, Rachel Collins, reveals the secrets that leads students to be admitted. In the five easy steps revealed in Stand Out Get into a Dream School, Rachel explains exactly what students need to do to ensure their success.

The formula laid out in Stand Out Get into a Dream School provides students an easy path to admission while also providing parents ways in which to help make their child’s dream a reality. Within its pages, parents learn how to help their child identify strategies, engage their child’s passion, and help their child get admitted to at least one dream school. The college admissions landscape has changed, and Rachel Collins is here to help students and parents navigate it.

Rather than just focusing on the academic skills needed in college, Taking Flight addresses college as a system that needs to be mastered and the strategies and self-awareness needed to be successful. Thus, it explores topics including:

Leaders, now more than ever, are wrestling with how to attract and retain diverse talent and be inclusive leaders. Despite the best of intentions, very few organizations are reaching their equality goals, even those deeply committed to diversity and inclusion. Leaders have the biggest impact on culture, yet they need tools to do this. Lead Like an Ally provides proven strategies, teaching leaders how to be inclusive with its companion manager tool kit to facilitate sustained success. Within its pages, Lead Like an Ally:

Classroom Confidential is filled with insights from Victoria Lucido’s 33 years of experience in the classroom. Within its pages, she tells it like it is in the classroom with wit and heart. It’s not enough to merely survive as a teacher, Victoria guides teachers on how to thrive. She offers her secrets for survival for new and experienced teachers alike. Classroom Confidential covers topics not seen in other books on education, such as:

Within Principles for Principals, readers gain the insight of John D. Roberts’ 41 years of experience as a public-school administrator. The great ideas Roberts offers within are suggestions of what to do in specific situations. The twelve guidelines presented in Principles for Principals give new administrators suggested ideas to implement and traps to avoid. These ideas, traps, and guidelines are told through actual events and humorous examples that occurred during Roberts’ tenure. Principles for Principals also benefits established administrators with the presentation of new ideas to make them a better administrator.

Immigration and schooling in Ireland addresses the impact of recent rapid social and economic change on the education system. It provides detailed analysis and fascinating insights into the complex and varied responses of principals, teachers, parents and children to working in newly-multi ethnic schools. It highlights the key role played historically by education in shaping the ‘Irish’ nation and how this has governed responses to those who have come from the ‘outside’. Devine offers a thought-provoking critique of current policies as Ireland’s attempts to position itself as a leading-edge knowledge economy influences both the nature of immigration and responses to immigrants in the education system.

This book will appeal to those working and studying in the field of education, sociology, social policy and childhood studies. It will also be of interest to those with an interest in social theory and the work of Pierre Bourdieu.

This book focuses on the historical and current place of religion in the Irish education system from the perspective of children's rights and citizenship. It offers a critical analysis of the political, cultural and social forces that have shaped the system, looking at how the denominational model has been adapted to increased religious and cultural diversity in Irish society and showing that recent changes have failed to address persistent discrimination and the absence of respect for freedom of conscience. It relates current debates on the denominational system and the role of the State in education to competing narratives of national identity that reflect nationalist-communitarian or republican political outlooks.

This book will be essential reading for students and researchers in the fields of education policy and Church/State relations in Ireland and will also engage non-academic audiences with an interest or involvement in Irish education.

Knowledge, democracy and action: Community-university research partnerships in global perspectives is based on a three-year international comparative study undertaken by the Global Alliance on Community Based Research and supported by the UNESCO Chair in Community Based Research and Social Responsibility in Higher Education. It provides evidence from twenty case studies around the world on the power and potential of community and higher education based scholars and activists working together in the co-creation of transformative knowledge. The book draws on the experience and insights of thirty-seven scholars and practitioners from the Global South and North. Opening with a theoretical overview of knowledge, democracy and action, the book is followed by analytical chapters providing lessons learned and capacity building in the north and the south, on the theory and practice of community university research partnerships, models of evaluation, approaches to measuring the impact and an agenda for future research and policy recommendations.

An electronic edition of this book is freely available under a Creative Commons (CC BY-NC-ND) licence.

Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects.

As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book.

While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities.

Universities have a key role to play in contributing to environmental development and combating climate change. The chapters within this volume detail the challenges faced by higher education institutions in considering environmental sustainability, and provide both a broad view of university engagement and a detailed examination of various projects.

As part of this series in association with the Place and Social Capital and Learning (PASCAL) International Observatory, the three key PASCAL themes of place management, lifelong learning and the development of social capital are considered throughout the book.

While universities have historically generated knowledge outside of specific local contexts, this book argues that it is particularly important for them to engage with the local community and to consider diverse perspectives and assets when looking at issues within an ecological context. The chapters in this volume provide new perspectives and frames of reference for transforming universities by engaging in the development of resilient communities.

The Labour Party and citizenship education provides the definitive account of why and how Labour introduced citizenship education as a compulsory subject in the National Curriculum. Based on interviews with the key players, it contributes to our understanding of the role of ideas and policy networks in the policy process, to debates about the nature of New Labour as a political phenomenon, and addresses the significant and topical issues of political disaffection and community cohesion.

This book is essential reading for academics and students of political science, public and social policy, education, contemporary history, and political theory. Written in an accessible style, it will also be of interest to the general reader concerned about issues of citizenship, political participation, disengagement and re-engagement.

Making socialists sheds light on several major themes in late nineteenth- and early twentieth-century political and educational history. Mary Bridges Adams engaged in a wide range of political activities, and sought to transform government policy through socialist initiatives, with the ultimate aim of creating a social nation. By 1900, she was well known as a campaigner for improvements in working-class education.

The author has assembled a thorough range of sources, including new materials that will bring fresh insights to Labour Party and socialist historiography. Through an appreciation of Mary’s vision, this book provides an examination of areas of experience lost in grander narratives, and offers a fresh set of perspectives on the place of education in the study of British socialism.

Making socialists will interest a wide academic readership, across the fields of political, social and educational history, particularly students and scholars of women’s history and the history of socialism.

This book focuses on current policy discourse in Higher Education, with special reference to Europe. It discusses globalisation, Lifelong Learning, the EU’s Higher Education discourse, this discourse’s regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future. It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term ‘community’ itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities. It then provides an analysis of an ‘on the ground project’ in University community engagement, before suggesting signposts for further action at the level of policy and provision.
This book is relevant to United Nations Sustainable Development Goal 4, Quality education

Making Socialists combines a biographical study of a (nowadays) virtually unknown woman with an original exploration of several major themes in late nineteenth and early twentieth century political and educational history.

More than a local politician, Mary Bridges Adams was among the dynamic late nineteenth-century women activists who sought to transform government policy through socialist initiatives, with the ultimate (utopian) aim of creating a social nation.

The author has assembled a thorough range of sources, including new materials that will bring fresh insights to this biography and more generally to Labour Party and socialist historiography, well-studied topics.

The people Adams knew and the circles in which she travelled are particularly attractive features of this book. Foes thought her an awful woman: friends like George Bernard Shaw remembered the power of her oratory. Placed against the circumstances in which she lived and presented as part of a militant and anti-capitalist tradition within labour history, her life story contributes to new ways of seeing both socialist and feminist politics.

This book focuses on current policy discourse in Higher Education, with special reference to Europe. It discusses globalisation, Lifelong Learning, the EU’s Higher Education discourse, this discourse’s regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future. It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term ‘community’ itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities. It then provides an analysis of an ‘on the ground project’ in University community engagement, before suggesting signposts for further action at the level of policy and provision.
This book is relevant to United Nations Sustainable Development Goal 4, Quality education

This is the first book-length study of the humanities and the Irish university. Ireland was a deeply religious country throughout the twentieth century but the colleges of its National University never established a religion or theology department. The official first language of Ireland is Irish but the vast majority of teaching in the arts and humanities is in English. These are two of the anomalies that long constrained humanities education in Ireland.

This book charts a history of responses to humanities education in the Irish context. Reading the work of John Henry Newman, Padraig Pearse, Sean O Tuama, Denis Donoghue, Declan Kiberd, Richard Kearney and others, it looks for an Irish humanities ethos. It compares humanities models in the US, France and Asia with those in Ireland in light of work by Immanuel Kant, Pierre Bourdieu and Jacques Derrida. It should appeal to those interested in Irish education and history.

The great public schools are central to any discussion of English secondary education. Founded as public endowments, they are the basis of private education. Set apart from the other grammar schools by the Clarendon Commission of 1861, their influence on the state system has been enormous. Severed from the national provision of public education, they have put prestige and ancient endowments at the service of wealth and patronage.

This book, available in paperback for the first time, shows how this came to pass. How the schools' attempts at reform, reliance on fees, the defence of the Classics, public criticism of Eton, European ideas and foreign economic competition led to the Carendon Commission. How Lord Clarendon himself, in conflict with Palmerston over foreign policy, came to lead the Commission and attempt curricular reform. How the Public Schools Acts created a separate school system for the benefit of Eton and how the Lords sought to establish that system for the upper classes. How the fee-paying, class-based principles of the Commission influenced the other grammar schools and all later English education. How the Public schools Acts reduced the influence of local parents and how new governors were appointed nationally. How Shrewsbury School, an example of an endowed grammar school with strong local connections, came to be part of the public school system.

It is not the conflict between state education and private schools that makes so much discussion of English education bitter and controversial. It is the loss to state education of the public schools - the original political purpose of the Acts - and the impoverishment of national education by the class divisions of Victorian legislation.

This historical perspective on The Open University, founded in 1969, frames its ethos (to be open to people, places, methods and ideas) within the traditions of correspondence courses, commercial television, adult education, the post-war social democratic settlement and the Cold War. A critical assessment of its engagement with teaching, assessment and support for adult learners offers an understanding as to how it came to dominate the market for part-time studies. It also indicates how, as the funding and status of higher education shifted, it became a loved brand and a model for universities around the world.

Drawing on previously ignored or unavailable records, personal testimony and recently digitised broadcast teaching materials, it recognises the importance of students to the maintenance of the university and places the development of learning and the uses of technology for education over the course of half a century within a wider social and economic perspective.

This historical perspective on The Open University, founded in 1969, frames its ethos (to be open to people, places, methods and ideas) within the traditions of correspondence courses, commercial television, adult education, the post-war social democratic settlement and the Cold War. A critical assessment of its engagement with teaching, assessment and support for adult learners offers an understanding as to how it came to dominate the market for part-time studies. It also indicates how, as the funding and status of higher education shifted, it became a loved brand and a model for universities around the world.

Drawing on previously ignored or unavailable records, personal testimony and recently digitised broadcast teaching materials, it recognises the importance of students to the maintenance of the university and places the development of learning and the uses of technology for education over the course of half a century within a wider social and economic perspective.

How has French society been made, by whom and why? And how in turn has it influenced the French? This book sets out the institutionalized rules and norms that continue to structure France, together with the ‘political work’ that has recently changed or reproduced these power relations.

Exploring a range of age groups and types of social activity, including work, business, entertainment, political mobilizations and retirement, Made in France examines where significant change has occurred over the last four decades. Smith argues that while transformation has occurred in France's financial and education sectors, only relatively marginal shifts have occurred elsewhere in French society. To explain this pattern of continuity and isolated change, the book strongly nuances claims that neo-liberalism, globalization or a rise in populism have been its causes. References to these trends have impacted upon French politics to varying extents, Smith argues; however, France continues to be dominated by issues which are specific to the country and linked to its deep societal structures and history. Smith provides a comprehensive account of French society and politics and in doing so proposes an insightful analytical framework applicable to the comparative analysis of other nations.

Critical education policy research has a long tradition of political sociology. Drawing on data and analysis from the Education Policy Knowledgeable Polity (EPKP) project, supported by funders such as the British Academy and the Economic and Social Research Council, this book presents a new political sociology for framing, conducting and presenting critical education policy research.

In doing so, it will be the first in the field to interconnect political thinking from Arendt with sociological thinking from Bourdieu, producing innovative analysis for and about educational reform.

It complements US curriculum middle school standards for social sciences, language arts, and history.

Mindful of divisive labels in constructions of the ‘Middle East and North Africa’ (MENA) and of ‘Europe’, the editors and contributors of Knowledge production in higher education reflexively immerse themselves in an investigation of how knowledge about these regions is produced at higher educational establishments. Zooming in on mutual scholarship about ‘Europe’ and/or ‘the MENA’ opens up a wide range of possibilities for supplanting visions of so-called traditional Orientalists, to abandon the sets of magnifying glasses through which the Other is studied. For those interested in the decolonisation of academia and issues of positionality this is a must read.

This book is relevant to United Nations Sustainable Development Goal 4, Quality education

No book since Schooling in Capitalist America has taken on the systemic forces hard at work undermining our education system. This classic reprint is an invaluable resource for radical educators.

Praise for Critical Curriculum Studies:

“If Wayne Au wanted to ‘revitalize’ curriculum studies—it worked! Articulating the complex simply, this unique and insightful contribution successfully explains the electric relationship between what we learn and what we do. This is a must read for those interested in knowledge and possibility.” —William H. Watkins, Professor, College of Education, University of Illinois at Chicago

“This is an essential book for anyone interested in the politics of knowledge and education that aims to be transformative rather than reproductive of current social conditions. Summing Up: Essential.” —E. W. Ross, University of British Columbia, in CHOICE

In A Marxist Education: Learning to Change the World, professor and education activist Wayne Au traces his own development as a Marxist educator, as well as the development of Marxist educational theory. Arguing that dialectical materialism is at the heart of Marxist theory,  Au uses dialectics to not only analyze the relationship between capitalism and schools, but also to understand teaching, learning, and curriculum.

A Marxist Education challenges the idea that Marxism is Eurocentric, reclaims noted educators such as Lev Vygotsky and Paulo Freire as part of the socialist tradition, and integrates anti-racist and feminist struggle into an analyses of education, consciousness, and power.

Giroux exposes the corporate forces at play and charts a clear-minded and inspired course of action out of the shadows of market-driven education policy. Championing the youth around the globe who have dared to resist the bartering of their future, he calls upon public intellectuals—as well as all people concerned about the future of democracy—to speak out and defend the university as a site of critical learning and democratic promise.

In this updated edition, Giroux puts all of this into the context of the Trump era, arguing that education remains a key battleground for the fight against authoritarianism.

Giroux exposes the corporate forces at play and charts a clear-minded and inspired course of action out of the shadows of market-driven education policy. Championing the youth around the globe who have dared to resist the bartering of their future, he calls upon public intellectuals—as well as all people concerned about the future of democracy—to speak out and defend the university as a site of critical learning and democratic promise.

In this updated edition, Giroux puts all of this into the context of the Trump era, arguing that education remains a key battleground for the fight against authoritarianism.

The Antiracist Writing Workshop is a call to create healthy, sustainable, and empowering artistic communities for a new millennium of writers. Inspired by June Jordan’s 1995 Poetry for the People, here is a blueprint for a 21st-century workshop model that protects and platforms writers of color. Instead of earmarking dusty anthologies, imagine workshop participants Skyping with contemporary writers of difference. Instead of tolerating bigoted criticism, imagine workshop participants moderating their own feedback sessions. Instead of yielding to the red-penned judgement of instructors, imagine workshop participants citing their own text in dialogue. The Antiracist Writing Workshop is essential reading for anyone looking to revolutionize the old workshop model into an enlightened, democratic counterculture.

This easy-to-use guide explains how to recruit, nourish, and fortify writers of color through innovative reading, writing, workshop, critique, and assessment strategies.

A captivating mix of memoir and progressive teaching strategies, The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom demonstrates how to be culturally attuned, twenty-first century educators.

The Anti-Racist Writing Workshop is a call to create healthy, sustainable, and empowering classroom communities. Award-winning educator Felicia Rose Chavez exposes the invisible politics of power and privilege that have silenced writers of color for far too long. It’s more urgent than ever that we consciously work against traditions of dominance in the classroom, but what specific actions can we take to achieve authentically inclusive communities? Together, we will address how to:

· Deconstruct our biases to achieve a cultural shift in perspective.

· Design a democratic teaching model to create safe spaces for creative concentration.

· Recruit, nourish, and fortify students of color to best empower them to exercise voice.

· Embolden our students to self-advocate as responsible citizens in a globalized community.

Finally, a teaching model that protects and platforms students of color, because every writer deserves access to a public voice. For anyone looking to liberate their thinking from “the way it’s always been done,” The Anti-Racist Writing Workshop is a clear, compelling guidebook on a necessary step forward.

Digital collaboration has been established in higher education for many years. But when the Covid-19 pandemic struck, digital learning and virtual mobility became of utmost importance for higher education.
In the international project »Digital and International Virtual Academic Cooperation« (DIVA), scholars from Israel, Australia, and Germany focused on intercultural learning and online collaboration. Based on their findings, they show how digital arrangements can be used in higher education, how digital teaching can be theorized, and what potential can be gained for post-pandemic teaching.

What are the challenges for the current generation of graduate millennials? The role of universities and the changing nature of the graduate labour market are constantly in the news, but less is known about the experiences of those going through it.

This book traces the transition to the graduate labour market of a cohort of middle-class and working-class young people who were tracked through seven years of their undergraduate and post-graduation lives.

Using personal stories and voices, the book provides fascinating insights into the group’s experience of graduate employment and how their life-course transitions are shaped by their social backgrounds and education. Critically evaluating current government and university policies, it shows the attitudes and values of this generation towards their hopes and aspirations on employment, political attitudes and cultural practices.

The liberal arts approach to higher education is a growing trend globally. We are told that the mental dexterity and independent, questioning spirit cultivated by such interdisciplinary degrees are the best preparation for the as-yet unknown executive jobs of tomorrow.

This book explores the significant recent growth of these degrees in England in order to address an enduring problem for higher education: the relationship between meritocracy and elitism.

Against the view that the former is a myth providing rhetorical cover for the latter, it argues that these are two entangled, but discrete, value systems. Sociology must now pay attention to how students and academics attempt to disentangle them.

Democracy should enable citizens to play an informed role in determining how power is exercised for their common wellbeing, but this only works if people have the understanding, skills and confidence to engage effectively in public affairs. Otherwise, any voting system can be subverted to serve the interests of propagandists and demagogues.

This book brings together leading experts on learning for democracy to explore why and how the gap in civic competence should be bridged.

Drawing on research findings and case examples from the UK, the US and elsewhere, it will set out why change is necessary, what could be taught differently to ensure effective political engagement, and how a lasting impact in improving citizens’ learning for democratic participation can be made.

The COVID-19 pandemic has left inequalities in schools wider and uncertainty about the future greater. Now seems an appropriate time to think about the contribution schooling makes to the communities it serves and the country generally.

However, drawing on his recent research, Richard Riddell argues that the increasingly narrow focus of Education governance after 20 years of reform has made new thinking impossible and has degraded public life.

Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.

The COVID-19 pandemic has left inequalities in schools wider and uncertainty about the future greater. Now seems an appropriate time to think about the contribution schooling makes to the communities it serves and the country generally.

However, drawing on his recent research, Richard Riddell argues that the increasingly narrow focus of Education governance after 20 years of reform has made new thinking impossible and has degraded public life.

Nevertheless, he highlights new possibilities for democratic behaviour and the opening up of schooling to all it serves.

Bringing together the perspectives of researchers, policy makers, activists, educators and practitioners, this book critically interrogates the Western-centric assumptions underpinning education and development agendas and the colonial legacies of violence they often uphold.

The book considers the crucial connection between the idea of sustainable futures and the demand to decolonize education. Containing an innovative mixture of text, stories and poetry, it explores how decolonized futures can be conceived and enacted, offering theoretical and practical examples, including from practice in educational and cultural organizations. In doing so, the book highlights education’s potential role in facilitating processes of reparative justice that can contribute to decolonized futures.

A clearly worded, powerfully optimistic look at what high school students will face after graduation. - KIRKUS REVIEWS

You're a graduate with a diploma and dream or no clue what do do next? Looks like you still have one more book to read. This one. Get ready to grow up and show up for your life Beyond the Bell.

Everybody recalls that one teacher who made a difference--the coach who inspired, the teacher who challenged, and the English teacher who listened. Melissa Pyrch is that teacher. She has spent over two decades in classrooms with teenagers just like you. She understands your uncertainty, fear, and sheer excitement when thinking about your future. She gets it, and she's got you.

So sit back and get comfortable as Mrs. Pyrch offers 12 lessons packed with encouraging advice for learning, leaving home, choosing a college major, landing a job, and navigating relationships. Through personal experience and examples from former students, she assures you - you are not alone.

There will be no homework assigned on these chapters, but there will be a test on this content. Many, many tests as your life unfolds. Are you ready to rediscover who you are and move in the direction of your dreams?

Get ready to let go of the inevitable insecurity and doubt of adolescence and trust who you are meant to be after your last school bell rings.