Benade, Leon, Being a teacher in the 21st century: A critical New Zealand research study, (Springer: Singapore) 2017

This book provides scholars, teacher educators, as well as reflective school leaders and teachers with valuable insights into what it is to be a teacher in the 21st century. It does so by presenting original research based on a study of several New Zealand schools between 2013 and 2015, and in particular, a focussed study of four of those schools in 2015.

The book draws on the findings to take stock of some of the central manifestations of 21st-century learning, especially digital pedagogies and the collaborative practices associated with teaching and learning in modern learning environments. It reflects on the mental shifts and sometimes-painful transitions teachers and leaders are making and experiencing as they enter uncharted waters, moving from traditional classroom practices to ones that emphasise collaboration, teamwork and the radical de-centring of their personal roles. It outlines a blueprint for understanding how to navigate these changes, and describes and explains the nature of pedagogical shifts apparent in digital classrooms and modern learning environments.

https://link.springer.com/book/10.1007%2F978-981-10-3782-5

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.

http://au.wiley.com/WileyCDA/WileyTitle/productCd-1405196599.html

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.

http://www.springer.com/book/978-90-481-2607-1

Lam, Chi-Ming & Park, Jae, Sociological and Philosophical Perspectives on Education in the Asia-Pacific Region, (Springer: Singapore) 2016

This book demonstrates the value of approaching education from a sociological and philosophical perspective. Specifically, it addresses current and long-standing educational issues in the Asia-Pacific region, integrating sociological and philosophical insights with practical applications in four key areas: educational aims, moral education, educational policy, and the East-West dichotomy. It discusses educational aims in terms of rationality, philosophical thinking, and sustainable development and presents the literary, religious, and analytical approaches to moral education. Four educational policies are then considered: Hong Kong’s language policy, Hong Kong’s policy on the internationalization of education, East Asia’s policies on English education, and Australia’s policy on teacher education. Different aspects of the East-West dichotomy are analysed: Confucian rationalism versus Western rationalism, Confucian learning culture versus Western learning culture, and Asian research methodology versus Western research methodology. Taken as a whole, the book shows that issues in education are rarely simple, and looking at them from multiple perspectives allows for rich and informed debates. It presents a rare philosophical and sociological analysis of the cultures and experiences of education in the Asia-Pacific region, and promotes research that leads to more culturally rooted educational policies and practice.

White, E. Jayne, Introducing dialogic pedagogy: Provocations for the early years, (Routledge) 2016

Translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with significant provocations concerning ethical self-other relations, creativity and agency. Investigating dialogic philosophy through the writings of Mikhail Bakhtin and associates, applications to early childhood education are presented, with an emphasis on notions of justice, democracy, ethics and answerability. This book provides unique insights into the amazing world of the youngest child, offering enriched understandings of the profound impact of adults in their journey of becoming.

"The book attempts to capture much of Bakhtin’s work and present it coherently, accurately and in less than two hundred pages for people who will likely not read much of the original text. The book attempts to do all this while introducing Bakhtinian concepts to early childhood education, thus challenging the field. White leaves her reader with a concise summary of “dialogic pedagogy in the early years” which includes the following points: “Dialogue is learning”; “Teaching is a dialogic imperative”; “Teachers are the curriculum”; “Pedagogy is an appreciative process”; “Pedagogy is interactive, responsive and oriented toward other”; “Children are the author of their own learning”; “Meaning is never fixed”; “Learning is a transgradient process”; “Ideology underpins practice”; “Pedagogy can now speak boldly of Love!” (pp. 169-170). But this book does even more!" Beth Fernholt, Brooklyn College, City University of New York, USA.

"White puts out the call to teachers to invest themselves in the art of teaching through dialogic pedagogy. She presents a thesis which is a reclamation of a space for the teacher and for respectful teaching which has been largely lost in the turning away from ‘directive teaching’ to non-directive modes that focus on learning and the learner" John Roder & Slavika Jovanovac, University of Auckland,

Rule, Peter, Dialogue and Boundary Learning, (Sense Publishers: Rotterdam) 2015

In an increasingly monologic world of war, exploitation and fear of “the other”, dialogue within and between humans, and with the world around us, is critical to a humane future.
This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global.
The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis.
“This book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out ‘authentic’ dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance.” – Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series

https://www.sensepublishers.com/catalogs/bookseries/educational-futures-rethinking-theory-and-practice/dialogue-and-boundary-learning/

Quay, John, Understanding life in school: From academic classroom to outdoor education, (Palgrave Macmillan: London) 2015

We've all been to school, so what could be simpler than understanding life in school? The problem is that we take school for granted, accepting it for what it is without asking too many questions. This leaves us tinkering around the edges when it comes to school reform. A deeper understanding of life in school is required, which this book seeks to offer by going to the source of the matter itself – the young people who are in the midst of the day-to-day routines of school life. Much is revealed by contrasting their experiences in academic classrooms and school camp, insights that remain invisible without this juxtaposition. Key to analysis of these experiences is an understanding of life as occupational, constituted through many and various ways of being. This highlights the importance to teaching and learning of addressing the issue of who we are, not just what we know.
"This book is a "must read" for educators. It is so because it is animated by a principle which claims that it is more important to help students become well-rounded beings than to transmit to them tidbits of knowledge. Study its manifestation with care, then act upon it."
Philip W. Jackson - David Lee Shillinglaw Distinguished Service Professor Emeritus in the Departments of Education and Psychology at the University of Chicago, USA
"This book is a worthy companion to Philip W. Jackson's Life in Classrooms. It addresses the complexities of life in schools, providing a rich account of how students interpret and negotiate these complexities. In an analysis that is both philosophically astute and highly accessible, John Quay shows how education for these students is about much more than knowing – it is about being and becoming."
Fazal Rizvi - Professor in Global Studies in Education at the University of Melbourne, Australia and Emeritus Professor at the University of Illinois, Urbana-Champaign, USA

http://www.palgrave.com/page/detail/understanding-life-in-school-john-quay/?sf1=barcode&st1=9781137391223

Peters, Michael A., Paraskeva, João M., & Besley, Tina (A.C.), The Global Financial Crisis & Educational Restructuring, (Peter Lang: New York) 2015

The worldwide integration and globalization of finance, an aspect of «financialization», coincided with the rise of market-oriented neoliberalism promoting free trade and privatization strategies. New Internet-based technologies have reinforced financial market integration, creating a fragile, globally integrated financial ecosystem that poses new systemic risks and contagion effects characterized by excessive borrowing and ballooning debt, massive asset bubbles, a huge shadow banking system, and financial innovation leading to collateralized debt obligation and securitization. Public education has been at the core of neoliberal privatization strategies and financialization with the trillion-dollar blowout of student loans. Education, once considered a national and global public good tied to the creation of knowledge and the basis of a just and democratic society, has undergone a profound transformation and financial restructuring. This collection of essays by a range of international experts addresses the root causes of this massive change, analyzing the growth of finance capitalism and financialization, as well as the financialization of education and its consequences. The book is a valuable resource for classes in educational reform, education policy, higher education, and educational finance.

w.amazon.com/Financial-Educational-Restructuring-Studies-Education/dp/1433125390

Peters, Michael A., & Besley, Tina (A.C.), Paulo Freire: The Global Legacy, (Peter Lang: New York) 2015

This collection is the first book devoted to Paulo Freire’s ongoing global legacy to provide an analysis of the continuing relevance and
significance of Freire’s work and the impact of his global legacy. The book contains essays by some of the world’s foremost Freire scholars
– McLaren, Darder, Roberts, and others – as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa
Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand. The book contains a foreword by Nita
Freire as well as chapters from scholars around the world including Latin America, Asia, the United States, United Kingdom, New Zealand, and
Australia. With a challenging introduction from the editors, Michael A. Peters and Tina Besley, this much-awaited addition to the Freire archive is
highly recommended reading for all students and scholars interested in Freire, global emancipatory politics, and the question of social justice in
education.

http://www.peterlang.com/download/datasheet/82406/datasheet_312532.pdf

http://www.amazon.com/Paulo-Freire-Global-Legacy-Counterpoints/dp/1433125315

Dr Si Belkacem TAIEB, Decolonizing Indigenous Education: An Amazigh-Berber Ethnographic journey, (Palgrave MacMillan: New York) 2014

In this work exploring the Kabyle people of Algeria and their educational journeys, Si Belkacem Taieb explores an epistemological and ontological framework for Kabyle education. He does so by undertaking a narrative inquiry: an auto-ethnographic journey, in which the journey of one's self and the journey of one's people are inextricably intertwined.In a postcolonial cultural journey in an indigenous, North African Kabyle landscape and the development of an Amazigh educational philosophy, Taieb writes the sociological foundations of an Amazigh educational system: one that removes Amazigh education from its colonial heritage and restores it to the people who create and use it.

http://www.palgrave.com/page/detail/decolonizing-indigenous-education-si-belkacem-taieb/?K=9781137446916

Jackson, Liz, Muslims and Islam in U.S. Education: Reconsidering Multiculturalism, (Routledge) 2014

Muslims and Islam in U.S. Education explores the complex interface that exists between the U.S. school curriculum, teaching practice about religion in public schools, societal and teacher attitudes toward Islam and Muslims, and multiculturalism as a framework for meeting the needs of minority group students. It presents multiculturalism as a concept that needs to be rethought and reformulated in the interest of creating a more democratic, inclusive, and informed society.

Islam is an under-considered religion in American education, due in part to the fact that Muslims represent a very small minority of the population today (less than 1%). However, this group faces a crucial challenge of representation in United States society as a whole, as well as in its schools. Muslims in the United States are impacted by ignorance that news and opinion polls have demonstrated is widespread among the public in the last few decades. U.S. citizens who do not have a balanced, fair and accurate view of Islam can make a variety of decisions in the voting booth, in job hiring, and within their small-scale but important personal networks and spheres of influence, that make a very negative impact on Muslims in the United States.

This book presents new information that has implications for curricula, religious education, and multicultural education today, examining the unique case of Islam in U.S. education over the last 20 years.

This book is an essential resource for professors, researchers, and teachers of social studies, particularly those involved with multicultural issues, critical and sociocultural analysis of education and schools; as well as interdisciplinary scholars and students in anthropology and education.

Preface provided by Nicholas C. Burbules, University of Illinios, Urbana-Champaign.

http://www.routledge.com/books/details/9780415705042/

http://www.amazon.com/Muslims-Islam-U-S-Education-Multiculturalism/dp/0415705045

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.

https://shop.acer.edu.au/acer-shop/product/A4030BK