Innovations and Controversies: Interrogating Educational Change
The Victoria Institute for Education, Diversity and Lifelong Learning (The Victoria Institute) at Victoria University, in partnership with Sense Publishers, is pleased to announce an exciting new book series, Innovations and Controversies: Interrogating Educational Change.
International Issues in Adult Education
This international book series attempts to do justice to adult education as an ever expanding field. It is intended to be internationally inclusive and attract writers and readers from different parts of the world. It also attempts to cover many of the areas that feature prominently in this amorphous field. It is a series that seeks to underline the global dimensions of adult education, covering a whole range of perspectives. In this regard, the series seeks to fill in an international void by providing a book series that complements the many journals, professional and academic, that exist in the area.
International Technology Education Studies
Technology Education has gone through a lot of changes in the past decades. It has developed from a craft oriented school subject to a learning area in which the meaning of technology as an important part of our contemporary culture is explored, both by the learning of theoretical concepts and through practical activities.
Key Critical Thinkers in Education
This series is an edition dedicated to the revival of the critical approaches of key thinkers whose thought has strongly influenced and shaped educational theory: Rousseau, Marx, Gramsci, Dewey, Marcuse, Rogers, Freire, Derrida, Foucault, Said and Butler.
Leaders in Educational Studies
Leaders in Educational Studies provides a comprehensive account of the transformation of educational knowledge since 1960, based on rich, first-person accounts of the process by its acknowledged leaders.
Mathematics Teaching and Learning
Mathematics Teaching and Learning is an international book series that aims to provide an important outlet for sharing the research, policy, and practice of mathematics education to promote the teaching and learning of mathematics at all school levels as well as teacher education around the world. Issues related to mathematics teaching and learning are not limited to any specific regions.
Mobility Studies and Education
Works in this Series will explore the complicated and shifting landscapes of wealth, opportunity, social class, and education in the changing global economic landscape, particularly at the intersections of race, ethnicity, religion, and gender. The Series includes work on education and social mobility within three major themes:
Modeling and Simulation for Learning and Instruction
Models and simulations have become part and parcel of advanced learning environments, performance technologies and knowledge management systems.This book series will address the nature and types of models and simulations from multiple perspectives and in a variety of contexts in order to provide a foundation for their effective integration into teaching and learning.
Moral Development and Citizenship Education
‘Moral Development and Citizenship Education’ is a book series that focuses on the cultural development of our young people and the pedagogical ideas and educational arrangements to support this development. It includes the social, political and religious domains, as well as cognitive, emotional and action oriented content.
New Directions in Mathematics and Science Education
Mathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera.
New Research - New Voices
New Research – New Voices involves two strands, leaving open the possibility of others as the series grows: Strand 1: New Voices and New Knowledge in Research Methodology. Strand 2: New Voices and New Knowledge in Educational Research
On (De)Coloniality: Curriculum Within and Beyond the West
On (De)Coloniality: Curriculum Within and Beyond the West is a beacon in the struggle against epistemicide and the colonialities of being, power, and knowledge. It attempts to bring to the fore an analysis that focuses on non-Western/non-Eurocentric epistemological frameworks. In a world that still struggles to see its own overt epistemological diversity, On (De)Coloniality is an open space in which to challenge epistemological fascism. It encourages curriculum scholars to engage in dialogues about non-Western/non-Eurocentric epistemologies within and beyond the Western Eurocentric platform. We invite ‘complicated conversations’ that dig into new avenues such as those of Itinerant Curriculum Theory (ICT), and, in so doing, introduce a new language that will take us to alternative levels of articulation and re-articulation of meanings, through endless and spaceless processes of coding, decoding, recoding, and ‘encoding.’
“Open education involves a commitment to openness and is therefore inevitably a political and social project. The concept of openness in regard to education pre-dates the openness movement that begins with free software and open source in the mid 1980s with roots going back to the Enlightenment that are bound up with the philosophical foundations of modern education with its commitments to freedom, citizenship, knowledge for all, social progress and individual transformation.
Pedagogy, Education and Praxis
The Pedagogy, Education and Praxis Series will foster a conversation of traditions in which different European and Anglo-American perspectives on ‘pedagogy’, ‘education’ and ‘praxis’ are problematised and explored. By opening constructive dialogue between different theoretical and intellectual traditions, the Series aims, in part, at recovering and extending the resources of these distinctive traditions for education in contemporary times.
The Personal/Public Scholarship book series values: (1) public scholarship (scholarship that is accessible to academic and popular audiences), and (2) interconnections between the personal and public in all areas of cultural, social, economic and political life. We publish textbooks, monographs and anthologies (original material only).
Perspectives of Critical Theory and Education
This series maps the field of critical theory and its role in articulating the central problems of education, schooling, culture, and human learning and development in the current historical social, political, economical and global situation. It aspires to build a consistent approach to philosophy and sociology of education from the viewpoint of critical theory, as well as new openings for the future critical theory of education. It will also examine examples of pedagogical experiments, new utopian thinking, and educational policies with a strong accent on actual policies and examples.
Series will commission books on the Frankfurt School critical theory in relation to the question of education and social settings of human learning and development. It seeks authors who can demonstrate their understanding of the history and systematical issues in the
tradition of the Frankfurt School in the setting of pedagogy, education and learning.
Olli-Pekka Moisio, University of Jyväskylä, Finland
Stephen Brookfield, University of St. Thomas Minneapolis, USA
Martin Jay, University of California at Berkeley, USA
Douglas Kellner, University of California at Los Angeles, USA
Michael A. Peters, University of Illinois (Urbana-Champaign), USA
Juha Suoranta, University of Tampere, Finland
Christiane Thompson, Martin-Luther-University at Halle-Wittenberg, Germany
Pittsburgh Studies in Comparative and International Education Series
The aim of the Pittsburgh Studies in Comparative and International Education Series is to produce edited and authored volumes on topics ranging from key international education issues, trends, and reforms to examinations of national education systems, social theories, and development education initiatives. Local, national, regional, and global volumes (single authored and edited collections) constitute the breadth of the series and offer potential contributors a great deal of latitude based on interests and cutting edge research.
Practice, Education, Work and Society
This series examines research, theory and practice in the context of university education, professional practice, work and society. Rather than focussing on a single topic the series examines areas where two or more of these arenas come together. Themes that will be explored in the series include: university education of professions, society expectations of professional practice, professional practice workplaces and strategies for investigating each of these areas. There are many challenges facing researchers, educators, practitioners and students in today’s practice worlds. The authors in this series bring a wealth of practice wisdom and experience to examine these issues, share their practice knowledge, report research into strategies that address these challenges, share approaches to working and learning and raise yet more questions.
The conversations conducted in the series will contribute to expanding the discourse around the way people encounter and experience practice, education, work and society.
Practice of Research Method
Research methods and research methodology are at the heart of the human endeavors that produce knowledge. Research methods and research methodology are central aspects of the distinction between folk knowledge and the disciplined way in which
disciplinary forms of knowledge are produced. However, in the teaching of research methods and methodology, there traditionally has been an abyss between descriptions of how to do research, descriptions of research practices, and the actual lived research