2010 and Earlier

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Burgh, Gilbert; Field, Terri & Freakley, Mark, Ethics and the Community of Inquiry: Education for deliberative democracy, (Cengage) 2006

Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.

Ethics and the Community of Inquiry develops a practical philosophy of education that addresses professional values and conduct and pedagogical practice.

Freakley, Mark; Burgh, Gilbert, Mark Freakley & Tilt MacSporran, Lyne, Values Education in Schools: A resource book for student inquiry, (ACER Press : Camberwell, Victoria) 2008

Values Education in Schools is an important new resource for teachers involved in values and ethics education. It provides a range of ‘practical philosophy’ resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.

Dall'Alba, Gloria, Learning to be professionals, (Springer : Dordrecht) 2009

Preparing professionals to meet the demands of changes in practice is a compelling issue for the development of society, professions and individual professionals. A key tenet of this book is that we currently prepare professionals for the world of work in ways that are generally limited in scope and inadequate for addressing contemporary professional practice. The book critically investigates professional education programmes and the assumptions upon which they are based, closely interweaving theory and empirical material on learning to be professionals. It argues for an ontological turn in which professional education attends not only to what students know and can do, but also who they are becoming as professionals.

Edited by Dall'Alba, Gloria, Exploring education through phenomenology: Diverse approaches, (Wiley-Blackwell : Oxford) 2009

Increasing interest in phenomenology as a philosophy and research movement among scholars in education, the humanities and social sciences makes this book both timely and relevant for educational debate. The book explores contributions of phenomenology to educational practice and research. It juxtaposes diverse approaches to phenomenological inquiry in addressing questions of significance for education today. It thereby demonstrates phenomenology is a contemporary movement that is both dynamic and varied. The book highlights ways in which phenomenology can inform a broad range of aspects of educational theorising and practice, including learning through the body, writing online, being an authentic teacher, ambiguities in becoming professionals, and school transition. Through exploring and interrogating diverse approaches and ideas from phenomenology, this book provides insights into key educational questions.

Edited by Grierson, E. & Forrest, D., The Doctoral Journey in Art Education: Reflections on Doctoral Studies by Australian and New Zealand, (Australian Scholarly Publishing : Melbourne) 2010

This book presents accounts and reflections by a range of art educators on the experience of undertaking doctoral studies in art education. The individual considerations are significant in that they assist current and potential candidates to appreciate what they are going through – although seemingly unique – has been experienced by others.

Grierson, E.M. & Brearley, L, Creative Arts Research: Narratives of Methodologies and Practices, (Sense Publishers : Rotterdam) 2009

Creative Arts Research: Narratives of Methodologies and Practices is an innovative set of essays that grows out of active engagement with arts practice, pedagogy and research. The collection presents a selection of arts-based research projects, their methodologies, practices and guiding philosophies, and throws new light on a range of issues that bring artists, designers, and performers into conversation with one another. The collection weaves together theoretical and applied dimensions of creative arts research. Following Martin Heidegger, the lead authors, Elizabeth Grierson and Laura Brearley situate the text through consideration of ways of framing, knowing and being, looking and listening, analysing, being-with, proposing, acting and reflecting, constructing, performing, deconstructing, and learning. Heidegger’s notion of “gathering” and his proposition, “Questioning builds a way ... the way is one of thinking” provides the means to link the different chapters. This wide-ranging metaphoric device allows the authors to emphasise a set of fundamental questions concerning epistemologies, ways of knowing, and ontologies, ways of being, and the relations between the two. Their book opens a conceptual space to recognise the diversity of practices that count as creative arts research.

Roberts, P., Paulo Freire in the 21st Century: Education, Dialogue, and Transformation, (Paradigm) 2010

The book explores the implications of Freirean theory for educational practice and shows how Freire can be helpful in bridging different genres and traditions. It addresses a number of themes, questions, and issues that have received relatively little attention to date, including Freire’s conception of the critical intellectual, Freire and the problem of defining literacy, and the possibility of a Freirean response to debates over political correctness. Roberts also puts Freire’s ideas into conversation with writers seldom considered by other Freirean scholars: Israel Scheffler, Fyodor Dostoevsky, and Hermann Hesse, among others. This book makes a distinctive contribution to the international literature on Freire’s work.

Georgina Stewart, Good Science? The Growing Gap between Power and Education, (Sense Publishers) 2010

This work uses narrative research, including accounts of personal experiences, to explore the margins of science and ethics. Boundaries between science and other cultural and disciplinary forms of knowledge are illuminated through studying the inter-relationships between identity, knowledge and power, using narratives both in and as a form of philosophical reflection on educational practice. The story centres on a contemporary real-world context of minority-language science education, showing how this fits into longstanding trans-disciplinary intercultural debates about the nature of science and of knowledge in general. The narrative form is used to bridge and interweave the multiple discourses influencing both the real-world context and the approach to its investigation. This analysis clarifies the linkages between paradigms of critical postcolonial research and post-positivist epistemology, and illustrates how social science, including educational research, may use science and technology to assist, rather than delimit, our understanding of complex human phenomena such as education, culture, language and science. Those interested in reading this book will include critical scholars, educators and practitioners of indigenous knowledge, critical sociolinguistics and science and multicultural education.

Farquhar, Sandy, Ricoeur, Identity and Early Childhood, (Rowman and Littlefield) 2010

Early childhood education in Western society has come under increasing scrutiny by governments that see early education as an important factor in economic growth and development. Thus, social traditions in the field are increasingly giving way to an intensified focus on marketization and regulation, but with a corresponding diminishing concern for ethics and social participation. Drawing on the work of contemporary French philosopher Paul Ricoeur, Sandy Farquhar analyzes the problematic way in which we become who we are and the discourse that surrounds that learning. The book explores the ethical basis of identity formation in early childhood education and seeks fresh alternatives to commonly accepted perspectives on social policy, education, and the nature of our 'selves.' Farquhar uses Aotearoa New Zealand bicultural curriculum and policy context as examples for developing the theme of curriculum as a contest of ideas and a powerful form of resistance. Promoting the importance of narrative in understanding identity formation, the book elaborates on contemporary themes of difference, ethics, and social justice, calling for a revitalized sense of liberalism and social democracy.

Marginson, S., Murphy, P. & Peters, M., Imagination: Three Models of Imagination in the Age of the Knowledge Economy, (Peter Lang) 2010

Advancement in the arts and sciences is a primary driver of economic production and social policy in post-industrial societies. Imagination steps back and asks 'what advances the arts and sciences?' This book explores the collective, social and global dimension of human imagining-and the ambivalent relationship of social institutions, including universities, schools, economies, media and culture industries, to the collective imagination. Basic discovery requires high levels of creative thinking: Imagination looks at the social conditions that make path-breaking thought possible on a large scale. It examines the role of aesthetic, pictorial, digital, paradoxical and other imaginative styles of thinking, and the times and places in which such styles become socially prominent and a significant force in economic and cultural production. It looks at successful societies as they are approaching their peak, when new ideas are driving them forward.

Thrupp, Martin & Irwin, Ruth, Another Decade of New Zealand Education Policy: Where to Now?, (Wilf Malcolm Institute of Educational Research) 2010

This collection provides a review of New Zealand education policy under the Labour-led government of 1999-2008 and the emerging policies of the National government elected in November 2008. Nineteen contributors discuss education policy from early childhood through to tertiary and community education. Themes and concerns covered include teaching, learning, diversity, governance, choice, sustainability, privatisation, educational research and New Zealand’s relationship with the Pacific. Another decade of New Zealand education policy: Where to now? argues that Labour did not so much undo the neo-liberal project in New Zealand education as take some of the rough edges off it: producing neo-liberalism tempered with a social conscience. Contributors provide many insights into the nature and impact of recent education policy and likely directions in the future.

Besley, Tina (A.C.) & Peters, Michael A., Subjectivity and Truth: Foucault, Education, and the Culture of Self, (Peter Lang) 2007

This book focuses on Foucault's later work and his (re)turn to 'the hermeneutics of the subject', exploring the implications of his thinking for education, pedagogy, and related disciplines. What and who is the subject of education and what are the forms of self-constitution? Chapters investigate Foucault's notion of 'the culture of self' in relation to questions concerning truth (parrhesia or free speech) and subjectivity, especially with reference to the literary genres of confession and biography, and the contemporary political forms of individualization (governmentality).


Beckett, David & John O'Toole, Educational Research: Creative Thinking and Doing, (Oxford) 2010

Educational Research: Creative Thinking and Doing is an engaging and accessible introduction to the broad field of educational research. It demonstrates how to use research to think about issues arising from classroom settings, organisations, or wider professional activities.

Using engaging anecdotes from the field, this textbook thoroughly covers the basic principles, imperatives and theoretical approaches, and offers practical strategies for tackling the necessary processes and procedures.

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