Freakley, Mark & Burgh, Gilbert, Engaging with ethics: Ethical inquiry for teachers, (Social Science Press: Katoomba) 2000
This book adopts a unique approach to the teaching of professional ethics in general and to ethics for schoolteachers in particular. It addresses ethics by inviting the reader to engage with the ethical dimensions of practices pertaining to their profession through the method of the community of philosophical inquiry. This approach to ethics education is designed to help students bridge the gap between theories about ethics and their practical experiences as beginning professionals. The text does not assume that students, or instructors who use it with students, have any formal background in philosophy. Instead, it can be used successfully by anyone prepared to follow the suggestions about how to guide a philosophical discussion. The first part of the book articulates the framework for the approach taken while the second part provides a series of fictional ethical vignettes the main characters of which are schoolteachers and their students. This book should make a valuable resource for teaching about professional ethics at undergraduate and graduate levels, as well as for use in seminars, workshops, and professional development programs for teachers in ethics and philosophy in the classroom. It may also be a source of ideas and teaching material for use with high school students studying ethics.
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Burgh, Gilbert; Thornton, Simone, Teaching democracy in an age of uncertainty: Place-responsive learning, (Routledge: Abingdon; New York) 2021
The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions.
Laverty, Megan J. and Hansen, David T., A History of Western Philosophy of Education, (Bloomsbury: London) 2021
"A History of Western Philosophy of Education" is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising:
Gregory, Maughn Rollins and Laverty, Megan Jane, Gareth B. Matthews, The Child's Philosopher, (Routledge: London) 2021
"Gareth B. Matthews, The Child’s Philosopher" brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews’ pioneering efforts and his legacy.
Barnett, R., & Bengtsen, S. S. E., Knowledge and the University: Re-claiming Life, (Routledge) 2020
For hundreds of years, knowledge has been central in understanding the university. Over recent decades, however, it is the economic value of knowledge that has come to the fore. Now, in a post-truth world, knowledge is also treated with suspicion and has become a vehicle for ideologies. Knowledge and the University combats all these ways of thinking. Its central claim is that knowledge is of value because of its connection with life. Knowledge is of life, from life, in life and for life.
Masamichi Ueno, Yasunori Kashiwagi, Kayo Fujii, Tomoya Saito, Taku Murayama, Manabi and Japanese Schooling: Beyond Learning in the Era of Globalisation, (Routledge) 2020
Masamichi Ueno, School Reform and Democracy in East Asia, (Routledge) 2021
Masamichi Ueno, Democratic Education and the Public Sphere Towards John Dewey’s theory of aesthetic experience, (Routledge) 2017
Jackson, Liz, Beyond Virtue: The Politics of Educating Emotion, (Cambridge University Press: Cambridge) 2020
Educating students for emotional wellbeing is a vital task in schools. However, educating emotions is not straightforward. Emotional processes can be challenging to identify and control. How emotions are valued varies across societies, while individuals within societies face different emotional expectations. For example, girls face pressure to be happy and caring, while boys are often encouraged to be brave. This text analyses the best practices of educating emotions. The focus is not just on the psychological benefits of emotional regulation, but also on how calls for educating emotions connect to the aims of society. The book explores psychology's understanding of emotions, 'the politics of emotions', and philosophy. It also discusses education for happiness, compassion, gratitude, resilience, mindfulness, courage, vulnerability, anger, sadness, and fear.
Kahembe, Joyce, and Jackson, Liz, Educational Assessment in Tanzania A Sociocultural Perspective, (Springer: Dordrecht) 2020
This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning.
Jackson, Liz, Contesting Education and Identity in Hong Kong, (Routledge: London) 2021
This text examines the intersection of youth civic engagement, identity, and protest in Hong Kong, through the lens of education. It explores how education and identity have been protested in Hong Kong, historically and today, and the mark that such contestations have left on education. Many people, particularly outside Hong Kong, were astonished by youth participation in the Umbrella Movement of 2013–2014, and the anti-extradition law protests in 2019. These protests have caused people to consider what has changed in Hong Kong over time, and what education has to do with youth civic engagement and political expression.
Hager, Paul and Beckett, David, The Emergence of Complexity: Rethinking Education as a Social Science, (Springer) 2019