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.

http://www.cengage.com/aushed/instructor.do?product_isbn=9780170122191

http://www.tandfonline.com.ezproxy.library.uq.edu.au/doi/pdf/10.1111/j.1469-5812.2008.00419.x

http://www.cengage.com/aushed/instructor.do?disciplinenumber=1015&product_isbn=9780170122191&courseid=&codeid=&subTab=&mainTab=Reviewers_Quotes&mailFlag=true&topicName=

Stolz, Steven, The Philosophy of Education: A New Perspective, (Routledge) 2014

The discipline area of physical education has historically struggled for legitimacy, sometimes being seen as a non-serious pursuit in educational terms compared to other subjects within the school curriculum. This book represents the first attempt in nearly 30 years to offer a coherent philosophical defence and conceptualisation of physical education and sport as subjects of educational value, and to provide a philosophically sound justification for their inclusion in the curriculum.

The book argues that rather than relegating the body to ‘un-thinking’ learning, a person’s essential being is not confined to their rationality but involves an embodied dimension. It traces the changing conceptions of the body, in philosophy and theology, that have influenced our understanding of physical education and sport, and investigates the important role that embodiment and movement play in learning about, through and in physical education. Physical education is defended as a vital and necessary part of education because the whole person goes to school, not just the mind, but the thinking, feeling and acting facets of a person. It is argued that physical education has the potential to provide a multitude of experiences and opportunities for students to become aware of their embodiment, explore alternative modes of awareness and to develop insights into and new modes of being not available elsewhere in the curriculum, and to influence moral character through the support of a moral community that is committed to that practice.

Representing a sophisticated and spirited defence of the educational significance and philosophical value of physical education and sport, this book will be fascinating reading for any advanced student or researcher with an interest in physical education, the philosophy of sport, or the philosophy of education.

http://www.routledge.com/books/details/9781138792289/

John O'Toole and David Beckett, Educational Research: Creative Thinking and Doing, (Oxford University Press: Melbourne) 2013

Second edition of this well-received textbook for the expert educational practitioner who is beginning or underway in a research degree, such as a PhD or a DEd. Also helpful for those doing 'capstone' projects in Masters degrees. The conceptual approach is explicitly Wittgensteinian: 'back to the rough ground' of practice(s). First edition was 2010. Nothing from that was deleted. Various improvements include updated qualitative methodology sections and more examples of actual theses.

http://www.oup.com.au/titles/higher_ed/education/9780195518313

Benade, L.W., From Technicians to Teachers: Ethical Teaching in the Context of Globalized Education Reform., (Continuum International: New York) 2012

From Technicians to Teachers provides theoretical and practical reasons for suggesting that widespread, international curriculum reform of the post-1990 period need not deprofessionalise teaching. The widely held deprofessionalisation thesis is both compelling and fatalistic, leading to a despairing sense that teachers are either no more than technicians, or that they can be reprofessionalised through definitions of ‘effective teachers' promoted by the reforms. However, there are many teachers who do not see their work in either of these ways.

The book is structured around an in-depth case study detailing the implementation of The New Zealand Curriculum in that nation - one of the best international examples of neoliberal reform. Benade argues that curriculum policy can and should be analysed critically, while pointing out the dangers for ethical teachers that can exist in national or state curricula.

Energising and inspiring, this book reminds teachers and teacher educators that although they work in a globalised context, their own role is fundamental and has a profoundly ethical basis, despite the negative impacts of three decades of education reform.

http://www.bloomsbury.com/au/search?q=benade&Gid=1

Lam, Chi-Ming, Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures, (Springer) 2013

The purpose of this book is to develop a theory and practice of education from Karl Popper’s falsificationist philosophy for promoting an open society. Specifically, the book is designed to develop an educational programme for achieving Popper’s ideal of fostering critical thinking in children for full participation in an open democratic society.

Arguing that Matthew Lipman’s Philosophy for Children (P4C) programme can fulfil the requirements of Popper’s educational ideal in schools, this study conducted an experiment to assess the effectiveness of the programme in promoting students’ critical thinking in Hong Kong, China – arguably a Confucian heritage society. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students’ critical thinking.

Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, this study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.

http://www.springer.com/education+%26+language/book/978-981-4451-05-5

Bleazby, Jennifer, Social Reconstruction Learning: Dualism, Dewey and Philosophy in Schools, (Routledge) 2013

This volume argues that educational problems have their basis in an ideology of binary opposites often referred to as dualism, which is deeply embedded in all aspects of Western society and philosophy, and that it is partly because mainstream schooling incorporates dualism that it is unable to facilitate the thinking skills, dispositions and understandings necessary for autonomy, democratic citizenship and leading a meaningful life. Drawing on the philosophy of John Dewey, feminist pragmatism, Matthew Lipman’s Philosophy for Children program, and the service learning movement, Bleazby proposes an approach to schooling termed "social reconstruction learning," in which students engage in philosophical inquiries with members of their community in order to reconstruct real social problems, arguing that this pedagogy can better facilitate independent thinking, imaginativeness, emotional intelligence, autonomy, and active citizenship.

http://www.routledgementalhealth.com/books/details/9780415636247/

Quay, John, John Dewey and Education Outdoors, (Sense Publishers) 2013

In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors – through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education. This is a historical journey with an underlying message for educators, one we are able to illuminate through the educational theories of John Dewey. Central to this message is a deeper understanding of human experience as both aesthetic and reflective, leading to a more coherent comprehension of not just outdoor education, but of education itself.

https://www.sensepublishers.com/catalogs/bookseries/other-books/john-dewey-and-education-outdoors/#!prettyPhoto

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.

http://www.oup.com.au/titles/higher_ed/education/9780195518313

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).

http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=46366&concordeid=68195

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.

http://www.waikato.ac.nz/wmier/publications/books/another-decade-of-new-zealand-education-policy-where-to-now

Semetsky, Inna, Semiotics Education Experience, (Sense Publishers) 2011

“Semiotics Education Experience” is a collection of fifteen essays edited by Inna Semetsky that explores semiotic approaches to education: semiotics of teaching, learning, and curriculum; educational theory and philosophies of Dewey, Peirce, and Deleuze; education as political semiosis; logic and mathematics; visual signs; semiotics and complexity; semiotics and ethics of the self. This is a landmark collection of cross-disciplinary chapters by international scholars that mark out the appeal and significance of a semiotic approach to education. As Marcel Danesi reminds us in the Foreword, Vygotsky construed learning theory as the science of signs. Semetsky's collection should be widely read by students and scholars in education, philosophy, futures studies, cultural studies, and related disciplines. It deserves the widest dissemination." Michael A Peters, Professor, University of Illinois at Urbana-Champaign

https://www.sensepublishers.com/catalogs/bookseries/educational-futures-rethinking-theory-and-practice/semiotics-education-experience/

White, E. Jayne & Peters, Michael A., Bakhtinian Pedagogy, (Peter Lang) 2011

This collection of essays brings Bakhtinian ideas into dialogue with educational practice across cultural and pedagogical boundaries. These encounters offer fresh perspectives on contemporary issues in education, and consider pedagogical responses that are framed within a dialogic imperative. The book also pioneers an important discussion about the place of the Bakhtin Circle in educational philosophy today. Drawing on the historical and contemporary scholarship that has already taken place in education to date, the book emphasizes the living nature of language as intentional acts that take place within learning relationships. Consideration is given to the wider contexts in which pedagogy takes place, and shifts the role of the teacher as expert transmitter of knowledge to dialogic partner in learning. Bakhtinian Pedagogy is particularly suitable for undergraduate and postgraduate teacher education courses that focus on pedagogical studies in early childhood, primary, secondary, and tertiary learning. It is also a suitable text for educational philosophy students at postgraduate level.

http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=62775&concordeid=311354