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Bookseries

 
Critical Issues in the Future of Learning and Teaching
This series represents a forum for important issues that do and will affect how learning and teaching are thought about and practised. All educational venues and situations are undergoing change because of information and communications technology, globalization and paradigmatic shifts in determining what knowledge is valued. Our scope includes matters in primary, secondary and tertiary education as well as community-based informal circumstances.
Critical Literacy Teaching Series: Challenging Authors and Genres
This series explores in separate volumes major authors and genres through a critical literacy lens that seeks to offer students opportunities as readers and writers to embrace and act upon their own empowerment. Each volume will challenge authors (along with examining authors that are themselves challenging) and genres as well as challenging norms and assumptions associated with those authors' works and genres themselves. Further, each volume will confront teachers, students, and scholars by exploring all texts as politically charged mediums of communication. The work of critical educators and scholars will guide each volume, including concerns about silenced voices and texts, marginalized people and perspectives, and normalized ways of being and teaching that ultimately dehumanize students and educators.
Critical Media Literacies Series
The series critically investigates and informs the construction of youth identity and identity in general through the study of various forms of contemporary media. It will expand the notions of critical media literacy and its implications for multiple understandings of culture and youth. Since popular culture (including media texts) is one of the primary sites of education for our youth, and all of us, it is crucial for those scholars involved in critical media studies to discuss these issues in book form. The scope of books in this series will include scholarly investigations into the connections among the symbolic order, various forms of cultural artifacts and multiple critical readings of these artifacts within the context of critical/transformational media literacy. How do multiple interpretations of popular culture within conceptualizations of media enhance our understandings of education and how can critical pedagogy, in the Freirian sense, be expanded to develop a student’s critical consciousness of the texts (books, films, games, social media, etc.) that surround them in popular culture.
Critical New Literacies : The Praxis of English Language Teaching and Learning
As a praxis-based sequence these texts are specifically designed by the team of international scholars to engage in local in-country language pedagogy research. This exciting and innovative series will bring a dynamic contribution to the development of critical new literacies. With a focus on literacy teaching, research methods and critical pedagogy, the founding principle of the series is to investigate the practice of new literacies in English language learning and teaching, as negotiated with relevance to the localized educational context. It is being and working alongside people in the world that is at the core of the PELT viewpoint. The Praxis of English Language Teaching and Learning series will focus on inter-culturality and interdisciplinary qualitative inquiry and the dissemination of “non-colonised” research.
Cultural and Historical Perspectives on Science Education: Distinguished Contributors
Cultural Perspectives in Science Education: Distinguished Contributors features a profile of scholarly products selected from across the career of an outstanding science education researcher. Although there are several variants in regards to what is included in the volumes of the series the most basic form consists of republication of 8-10 of the scholar’s most significant publications along with a critical review and commentary of these pieces in terms of the field at the time of doing the work,
Cultural and Historical Perspectives on Science Education: Handbooks
Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North-America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, North Africa and the Middle East, and Sub-Saharan Africa.
Cultural and Historical Perspectives on Science Education: Research Dialogs
Research dialogs consists of books written for undergraduate and graduate students of science education, teachers, parents, policy makers, and the public at large. Research dialogs bridge theory, research, and the practice of science education. Books in the series focus on what we know about key topics in science education – including, teaching, connecting the learning of science to the culture of students, emotions and the learning of science, labs, field trips, involving parents, science and everyday life, scientific literacy, including the latest technologies to facilitate science learning, expanding the roles of students, after school programs, museums and science, doing dissections, etc.
Cultural Pluralism, Democracy, Socio-environmental Justice & Education
This book series aims to develop a field of overlapping research that crosses and integrates the domains, disciplines, subjects and themes of cultural pluralism, democracy and social justice. Each theme is taken up individually in many debates but our focus is to bring together advanced and critical analyses that transcend boundaries, languages, disciplines and theoretical and conceptual approaches. We are interested in books that can problematize cultural pluralism in relation to, with and around democracy and socio-environmental justice, especially in relation to education. Our focus on cultural pluralism is intentional, and we aim to move the debate on identity, difference and lived experience forward within a critical lens, seeking to create new, varied and meaningful discussions that go beyond the normative labels of multiculturalism and interculturalism
Doing Arts Thinking: Arts Practice, Research and Education
In the arts, the concept of theoria goes back to the original notion of thinking as a form of reflection/contemplation that remains integral to practice as both a practiced thought (phronesis) and critical (praxis). This book series is aimed at capturing and reasserting the wider possibilities that we give ourselves by doing the arts. It explores how the arts and education can only converge through paradox, where what we seek by doing arts thinking remains an open work and in continuous inauguration. This Doing Arts Thinking is an alternative view of art education.
Dutch Design in Mathematics Education

Educational Futures: Rethinking Theory and Practice
This series maps the emergent field of educational futures. It will commission books on the futures of education in relation to the question of globalisation and knowledge economy. It seeks authors who can demonstrate their understanding of discourses of the knowledge and learning economies. It aspires to build a consistent approach to educational futures in terms of traditional methods, including scenario planning and foresight, as well as imaginative narratives, and it will examine examples of futures research in education, pedagogical experiments, new utopian thinking, and educational policy futures with a strong accent on actual policies and examples.
Educational Leadership and Leaders in Contexts
The series, Educational Leadership and Leaders in Contexts, emphasizes how historical and contextual assumptions shape the meanings and values assigned to the term leadership.
Educational Partnerships and Collaborations
Partnerships and collaboration are two ideas that have transformed teacher education and enhanced teacher professional learning, enquiry and research. Increasingly, the changing context in which teachers work requires them to continually update and enhance their knowledge and skills, and to engage in different forms of professional development in order to understand the needs of their pupils and the communities they come from. This underlines the need for stronger partnerships to connect teachers with each other, with teacher education providers, with local communities, with local government, and with business and National Government Organizations (NGOs). Educational partnerships as a concept recognises the new ecology of digital interconnectivity, the need for stronger collaboration at all levels, and a new collective responsibility for education. Partnerships in the form of transnational education, public-private collaborations, interactions between formal and informal educational organisations, collaborations between tertiary organisations and industry/the service sector and amongst schools and between schools and their communities have emerged as strong policy and practice drivers. This series aims to span this broad understanding of partnership and make a contribution to both theory and practice.
Gaming Ecologies and Pedagogies Series
Research suggests that a majority of today’s students play videogames on a regular basis – five or more times per week. Research also suggests that more attention is needed to understand and theorize the connections among multiple out-of-school literacy practices and academic spaces. There are multiple ways that videogames shape and inform people’s lifeworlds, and this series aims to provide an understanding of gaming ecologies as a means to conceptualize and theorize gaming, learning, and virtual environments.
Global Education in the 21st Century

Global Perspectives on Higher Education
Higher education worldwide is in a period of transition, affected by globalization, the advent of mass access, changing relationships between the university and the state, and the new Technologies, among others. Global Perspectives on Higher Education provides cogent analysis and comparative perspectives on these and other central issues affecting postsecondary education worldwide.
Higher Education Horizons
This series explores the current volatile context of higher education and examines ways that the higher education sector is responding to and driving these changes. The books in this series tackle challenges facing the sector and question the goals and strategies that researchers, educators and theorists are creating to address these challenges. They explore trends in stakeholder expectations, and evolving pedagogies and different horizons existing and emerging in higher education. The authors in this series bring a wealth of academic practice wisdom and experience to examine these issues. They share their practice knowledge, report research into strategies that address these challenges, and raise yet more questions. Through the conversations in this book readers can enter into the debates, visions and experiences of the agents of higher education.
Higher Education Research in the 21st Century Series
This new series provides overviews about state of the art research in the field of higher education studies. It documents a selection of papers from the annual conferences of the Consortium of Higher Education Researchers (CHER), the world organisation of researchers in the field of higher education. This object and problem related field of studies is by nature interdisciplinary and theoretically as well as methodologically informed by disciplines such as sociology, political science, economics, history, philosophy, law and education. Each book includes an introduction by the editors explaining the thematic approach and criteria for selection as well as how the book can be used by its possible audience which might include graduate students, policy makers, researchers in the field, and practitioners in higher education administration, leadership and management.
IBE on Curriculum, Learning, and Assessment
This series of research-based monographs and edited volumes provides comparative and international perspectives on key current issues in curriculum, learning and assessment. The principal features of the series are the innovative and critical insights it offers into the equitable provision of quality and relevant education for all; and the cross-disciplinary perspectives it engages, drawing on a range of domains that include peace, ethics, sociology, economics, politics, culture, gender, sustainability, inclusion, development and education. IBE on Curriculum, Learning, and Assessment aims to influence a wide range of actors in the field of education and development, whether academics, policy-makers, curriculum-developers, assessors, teachers or students. The series thus comprises innovative empirical research, case studies of policy and practice, conceptual analyses and policy evaluations, as well as critical analyses of published research and existing policy. With this series, IBE UNESCO builds on a long tradition of publishing research on relevant education topics, within an international perspective. Its predecessor, Studies in Comparative Education, initiated by the IBE in 1971, was among the most well-established series in the field.
Imagination and Praxis: Criticality and Creativity in Education and Educational Research
Current educational reform rhetoric around the globe repeatedly invokes the language of 21st century learning and innovative thinking while contrarily re-enforcing, through government policy, high stakes testing and international competition, standardization of education that is exceedingly reminiscent of 19th century Taylorism and scientific management. Yet, as the steam engines of educational “progress” continue down an increasingly narrow, linear, and unified track, it is becoming increasingly apparent that the students in our classrooms are inheriting real world problems of economic instability, ecological damage, social inequality, and human suffering.