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Rethinking Schooling
Taking a collection of seminal articles from the Journal of Curriculum Studies, this book offers readers a vantage point for thinking about the worlds of schools and curricula, focusing in particular on the concept of seeing schools, curricula and teaching in new ways. Each of the chapters sheds fresh light on the ways of thinking the aforementioned. Themes include: classrooms and teaching pedagogy science and history education school and curriculum development students’ lives in schools. Written by an international group of distinguished scholars from Britain, North America, Sweden and Germany, the chapters draw on the perspectives offered by curriculum and pedagogical theory, history, ethnography, sociology, psychology and organisational studies and experiences in curriculum-making. Together they invite many questions about why teaching and curricula must be as they are. Rethinking Schooling provides new futures for education and alternative ways of seeing them.
Slatehead
SHORTLISTED FOR THE 2020 BOARDMAN TASKER MOUNTAIN LITERATURE PRIZE Bobby Drury left Liverpool after O-levels, knowing he had f***ed them up. Free now, he hitched to Snowdonia. His mum came crying on the phone, 'You've failed them all.' Bobby knew that. 'No, Mum, I've led Vector.' This was Thatcher's lost generation. The slate quarries were walking distance; they'd have a smoke, a party in an abandoned hut, try and climb something. A small culture emerged of punks, nutters, artists and petty thieves, crawling up abandoned rock, then heading to the disco at the Dolbadarn. These were the Slateheads. The people in these interleaving worlds – the punk dole dropout star- climbers; the Victorian quarrymen pioneers; the Welsh-speaking grandson of a ropeman, abseiling in to bolt sport climbs like Orangutang Overhang in the Noughties, Lee and his mates slogging west today – all are polished like nuggets in this 360° view over patience, pride, respect, thrill, movement, the competing claims of home and agency, and above all, a belief in second chances.
Learning Desire
What role can desire play in pedagogical interaction? In Learning Desire , contributors from the fields of education, cultural studies, psychoanalysis and literary theory explore the many ways desire intersects with knowledge, recognition, fantasy, and embodiment, and what this can mean for transformative pedagogical practice. While acknowledging the productive and destructive force desire can have on the learning experience, the authors offer engaging, innovative modes of thinking about teaching and thinking about desire as an education tool. This volume, rooted in theory, is one also geared towards practice; in taking a fresh look at the limits and possibilities of a transformative pedagogy, it will also give teachers and students new languages for articulating their experiences in the classroom and beyond.
You Couldn't Make It Up... !
New volume of the best-selling review of the year made up of the wry and astute observations of the unpublished Telegraph letter writers.
Teaching English
Donald Gutteridge describes the unique way we read poetry and fiction and offers concrete ideas about how English can be best taught in schools. He argues that students should read literature in the same spirit in which it is written--aesthetically. Similarly, students should be encouraged to create their own stories and poems through a poetic writing process. Teaching English presents six aesthetics-based principles for teaching literature and includes sample lesson plans and annotated lists of resources. Drawing on recent work in psycho-linguistics, rhetoric an learning theory, Teaching English offers a refreshing method for bringing students closer to the English language.
Researching Lived Experience
Bestselling author Max van Manen’s Researching Lived Experience, Second Edition, introduces a human science approach to research methodology in education and related fields. It shows readers how to orient oneself to human experience in education and how to construct a textual question which evokes a fundamental sense of wonder, and it provides a broad and systematic set of approaches for gaining experiential material which forms the basis for textual reflections. The second edition of this classic work has never before been released outside Canada.
Becoming a History Teacher
Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.
Routledge Library Editions: Philosophy of Education
This set of 21 volumes, originally published between 1955 and 1997, amalgamates several topics on the philosophy of education, with a particular focus on religious education, curriculum studies, and critical thinking. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject and will be of particular interest to students of philosophy, education and those undertaking teaching qualifications.
So That Went Well...
New correspondence from the Telegraph's best-selling series. In a year in which even the most seasoned commentators have struggled to keep pace with the news cycle, letter writers to The Daily Telegraph have once again provided their refreshing take on events. Readers of the Telegraph Letters Page will be fondly aware of the eclectic combination of learned wisdom, wistful nostalgia and robust good sense that characterise its correspondence. Baffled, furious, defiant, mischievous, they inveigh and speculate on every subject under the sun, from the rubbish on television these days to the venality of our MPs. With an agenda as enticing as ever, the eleventh book in the bestselling Unpublished Letters series will prove, once again, that the Telegraph’s readers have an astute sense of what really matters.
