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

Peters, Michael A., Besley, Tina, & Araya, Daniel, The New Development Paradigm: Education, Knowledge Economy and Digital Futures, (Peter Lang: New York) 2013

Although the concept of «development education» has been widely adopted, the term is still not widely understood. With the advent of globalization, the knowledge economy, and, in particular, the formulation of the World Bank’s «knowledge for development» strategy and the UNDP’s «creative economy», development issues have become a central part of education and education has become central to development. It is time to reassess the standard development education paradigm and to investigate the possibilities that take into account emerging trends. The New Development Paradigm, written by international authorities, focuses on three related themes: education, the knowledge economy and openness; social networking, new media and social entrepreneurship in education; and technology, innovation and participatory networks.

http://www.amazon.com/The-New-Development-Paradigm-Education/dp/1433118874

Peters, Michael A., Education, Philosophy and Politics: The Selected Works of Michael A. Peters, (Routledge: Milton Park, Abingdon, Oxon) 2012

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, major theoretical and/practical contributions - so the world can read them in a single manageable volume.

Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field.

In Education, Philosophy and Politics, Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of education which is forward looking but takes account of tradition and the past. The subjects of the chapters include;

Wittgenstein Studies
Philosophical Critique of Modernity
French Poststructuralism
Jean-Francois Lyotard
Foucault & Deleuze
Derrida
American Pragmatism
Rorty
Cavell
Philosophy and racism
Through this book, readers can follow the themes and strands that Michael A. Peters has written about for over three decades and clearly see his important contribution to the field of education.

http://www.amazon.com/Education-Philosophy-Politics-Selected-Educationalists/dp/0415686059

Peters, Michael A., Citizenship, Human Rights and Identity: Prospects of a Liberal Cosmopolitan Order, (Addleton Academic Publications: New York) 2013

This book focuses on the notion of citizenship in relation to the notions of
human rights, identity and culture. It poses the question of the prospects of a
liberal cosmopolitan order dealing with a number of interrelated themes:
ethics, emancipation and what Derrida calls the “new humanities;” identity,
war and crimes against humanity; citizenship, and education rights within a
knowledge economy; colonization, development and peace; changing notions
of democracy within an information society; and culture, difference and
otherness. These are the themes that make problematic aspects of the liberal
cosmopolitan order. One of the main tropes connecting these themes is how
the primary liberal values of freedom, emancipation and equality work out in
a globalized world. The interrelationship of these values are problematized in
different settings as they relate to issues of global world order with a focus on
the adaptability of the liberal framework of values and law in creating a
genuine cosmopolitan order.

http://www.amazon.com/Citizenship-Human-Rights-Identity-Cosmopolitan-ebook/dp/B00HXBYUUU

Peters, Michael A., Obama and The End of the American Dream: Essays in Political and Economic Philosophy, (Sense: Rotterdam) 2012

The American Dream that crystallized around James Truslow Adams' The Epic of America originally formulated in the early 1930s and was conditioned by a decade of complexity and contradiction, of big government projects, intensely fierce nationalism, the definition of the American way, and a distinctive collection of American iconic narratives has had the power and force to successively reshape America for every new generation. Indeed, Adam's dream of opportunity for each according to ability or achievement shaped against the old class culture of Europe emphasizes a vision of social order in which each person can succeed despite their social origins. Barack Obama, a skillful rhetorician and intelligent politician, talks of restoring the American and has used its narrative resources to define his campaign and his policies. In a time of international and domestic crisis, of massive sovereign debt, of the failure of neoliberalism, of growing inequalities, the question is whether the American Dream and the vision of an equal education on which it rests can be revitalized.

http://www.amazon.com/Obama-The-End-American-Dream/dp/9460917690

Lazariou, George, Liber amicorum: A Philosophical Conversation among Friends • A Festschrift for Michael A. Peters, (Addleton Academic Publications: New York) 2014

The notion of an academic friendship implied in “book of friends” -- Liber amicorum -- suggests a mutual caring about ideas and their representation, an intimacy that differs from the impersonal and bureaucratic relationships that distinguish neoliberal universities, and shared activity in the joint pursuits of conferences, seminars, books and papers implied in co-authorship, in a shared body of literature, in shared perspectives. Academic friendship is built into the notion of philosophy and is not only a shared love of wisdom in the original Greek meaning of the term but an essential relation that is at the basis of being a colleague: it is inherent in the idea of dialogue, communication and the very possibility of conversation.

This Romantic analysis that revolves around academic exchange, mutual acknowledgement, and shared standards of scholarship stands in marked contrast to the knowledge hoarding and privatisation of research that characterises the neoliberal university that imposes its industrial line management psychology to police, monitor and increasingly spy on the performativity of its faculty. In the “university of friends” it is our special responsibility to be critical of one another and to learn to take criticism in a positive sense as the lifeblood of scholarship: criticism without meanness, without rancour, and without nastiness.

http://www.amazon.com/Liber-amicorum-Philosophical-Conversation-Contemporary-ebook/dp/B00N8YKRVM

Peters, Michael A. & Besley, Tina, The Creative University, (Sense: Rotterdam) 2013

The concept of the “Creative University” signals that higher education stands at the center of the creative economy indicating the growing significance of intellectual capital and innovation for economic growth and cultural development. Increasingly economic activity is socialised through new media and depends on immaterial and digital goods.

This immaterial economy includes new international labour markets that demand analytic skills, global competencies and an understanding of markets in tradeable knowledges. Delivery modes in education are being reshaped. Global cultures are spreading in the form of knowledge and research networks.

Openness, networking, cross-border people movement, flows of ideas, capital and scholars are changing the conditions of imagining and producing creative work. The economic aspect of creativity refers to the production of new ideas, aesthetic forms, scholarship, original works of art and cultural products, as well as scientific inventions and technological innovations. It embraces both open source communication as well as commercial intellectual property.

This collection explores these ideas as the basis for a new development agenda for universities.

The chapters that form this edited book are a selection of papers given at an international conference held called The Creative University held at the University of Waikato on 15-17 August 2102. This conference investigated all the aspects of education in (and as) the creative economy.

https://www.sensepublishers.com/catalogs/bookseries/creative-education-bookseries/the-creative-university/#!prettyPhoto