Now in its fourth edition, Education, Change and Society continues to help readers situate educational activity in its broad social and policy contexts. The study of education can do more than help us understand how individuals may learn and how teachers should teach. This book encourages discussion and debate, and points to issues that are highly significant for an understanding of education today. This book encourages discussion and debate, and points to issues that are highly significant for an understanding of Australian education today. Questions raised in this book include: What impact has globalisation had on Australian schools? How do Aboriginal students experience Australian schools? Why are Australian schools funded in such peculiar ways? Why did state, private and corporate schools emerge as they did in Australia? How do social class and gender differences affect schooling and its outcomes? How do cultural differences affect the schooling of students and their communities? How does the world of education in cities differ from that in regional, rural and remote schools? How does what is taught in schools-the curriculum-relate to the preceding questions? What constitutes the work of teachers, and can teachers 'make a difference'? It has never been more important for students of education to be able to understand the connections between the local and the global in explaining contemporary educational change. But it is not enough to understand the connection between local and international events: This book will help students appreciate how the Australian system has been shaped over time, and how this has influenced the current institutions and policies that comprise the state of education today.

Education, Change and Society

Education & Teaching

Foley, Dennis

Vickers, Margaret

Connell, Raewyn

Bagnall, Nigel

Welch, Anthony

Sriprakash, Arathi

Proctor, Helen

Mockler, Nicole

Hayes, Debra

Schools & Teaching

Oxford University Press

How can we understand and theorise school leadership? How can school leadership work towards enhancing student learning? What are the constraints and possibilities for school leadership at the beginning of a new century? This new title is relevant to anyone concerned with improving schooling and enhancing the professional practices of educators. The authors focus on leadership for enhancing student outcomes, both academic and social. While recognizing the significance of the principal or headteacher in school leadership, the authors argue a strong case for the dispersal of leadership: based on extensive research conducted within schools; focuses on leading learning across the school; theoretically sound - reflects the theories of Bourdieu and Foucault; and, politically aware - discusses the context of leadership within school communities, educational systems, global pressures, new policy directions. Current, topical and thoughtful, "Leading Learning" is key reading for principals or headteachers, teachers, and other school leaders, policy makers and for students studying educational administration.

Leading Learning: Making Hope Practical in Schools (Professional Learning)

Business & Money

Lingard, Bob

Mills, Martin

Christie, Pam

Education & Reference

Open Univ Pr

This book provokes a conversation about what supportive schooling contexts for both students and teachers might look like, and considers how schooling can contribute to a more socially-just society. It takes as its starting point the position of the most marginalised students, many of whom have either been rejected by or have rejected mainstream schooling, and argues that the experiences of these students suggest that it is time for schools to be reimagined for all young people. Utilizing both theory and data, the volume critiques many of the issues in conventional schools that work against education, and presents evidence ‘from the field’ in the form of data from unconventional schooling sites, which demonstrates some of the structural, relational, curricular and pedagogical changes that appear to be enabling schooling for education for their students. It will be essential reading for students and researchers in the fields of education, sociology and social work, and will also be of great interest to practising teachers.

Re-imagining Schooling for Education: Socially Just Alternatives (Palgrave Studies in Alternative Education)

Politics & Social Sciences

McGregor, Glenda

Te Riele, Kitty

Baroutsis, Aspa

Sociology

PALGRAVE~MACMILLAN

Literacy, Leading and Learning: Beyond Pedagogies of Poverty (Local/Global Issues in Education)

How might educational leaders and teachers improve literacy achievement in schools serving communities experiencing high levels of poverty? This question is the focus of this book. Drawing on long-term case studies of four primary schools located in these communities, this book describes the difference between what is commonly practiced and those practices that have a greater chance of supporting young people's literacy learning. In this multi-layered analysis of the effects of policy on practice, the authors: discuss global concerns with literacy policy and testing in view of the growing gaps between rich and poor; examine the effects of the intensification of inequality and entrenched poverty, and the implications for schools; illustrate how deficit discourses pertaining to communities living in poverty are contested in schools; and describe the complexities of sustaining pedagogical and curriculum change to address the problem of unequal educational outcomes in literacy. This book grapples with some of the most debated questions regarding educational disadvantage, school change, leadership and literacy pedagogy that face educational researchers, policy-makers and practitioners internationally. As well as providing a critique of the risks of current policy rationales, it conveys some hopeful accounts of practice that provide leads for further development.

THOMSON, PAT

Comber, Barbara

Lupton, Ruth

Hattam, Robert

Kerkham, Lyn

Routledge

How might educational leaders and teachers improve literacy achievement in schools serving communities experiencing high levels of poverty? This question is the focus of this book. Drawing on long-term case studies of four primary schools located in these communities, this book describes the difference between what is commonly practiced and those practices that have a greater chance of supporting young people’s literacy learning. In this multi-layered analysis of the effects of policy on practice, the authors: discuss global concerns with literacy policy and testing in view of the growing gaps between rich and poor; examine the effects of the intensification of inequality and entrenched poverty, and the implications for schools; illustrate how deficit discourses pertaining to communities living in poverty are contested in schools; and describe the complexities of sustaining pedagogical and curriculum change to address the problem of unequal educational outcomes in literacy. This book grapples with some of the most debated questions regarding educational disadvantage, school change, leadership and literacy pedagogy that face educational researchers, policy-makers and practitioners internationally. As well as providing a critique of the risks of current policy rationales, it conveys some hopeful accounts of practice that provide leads for further development.

Education policies should drive success and equity but in many countries they are failing to do so. Situating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong.The authors draw on extensive research in education to review the impact of multiple policies on students, teachers and schools, with a focus on communities where children and young people need education most. They issue a fundamental challenge to the policy orthodoxies of recent decades and set out a blueprint for making education both better and fairer.

Great Mistakes in Education Policy: And How to Avoid Them in the Future

Policy Press

The practical and ethical challenges facing human service professionals working with refugees, asylum seekers and other people subject to immigration controls are discussed in this much-needed book. The contributors explore the tensions that exist between traditional anti-oppressive values and the role professionals increasingly play as 'gate keepers' to services.Drawing from the experience of practitioners working in child protection and family support, disability, the criminal justice system, asylum teams and immigration tribunals, Social Work, Immigration and Asylum will prepare professionals working in these and related fields to deal with the complex situations of people subject to immigration control and to develop interventions appropriate to their differing needs.

Social Work, Immigration and Asylum: Debates, Dilemmas and Ethical Issues for Social Work and Social Care Practice

Humphries, Beth

Social Sciences

Jessica Kingsley

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