Christopher Emdin is an assistant professor of science education and director of secondary school initiatives at the Urban Science Education Center at Teachers College, Columbia University. He holds a Ph.D. in urban education with a concentration in mathematics, science and technology; a master’s degree in natural sciences; and a bachelor’s degree in physical anthropology, biology, and chemistry.
Urban Science Education for the Hip-Hop Generation is rooted in his experiences as student, teacher, administrator, and researcher in urban schools and the deep relationship between hip-hop culture and science that he discovered at every stage of his academic and professional journey. The book utilizes autobiography, outcomes of research studies, theoretical explorations, and accounts of students’ experiences in schools to shed light on the causes for the lack of educational achievement of urban youth from the hip-hop generation.
Activist and Socially Critical School and Community Renewal comes about at an incredibly important point in history, and it offers a genuinely new paradigm. This book attempts what few others have tried—to bring together knowledge and literature around school reform and community renewal through authentic ethnographic stories of real schools and communities. The book describes and analyzes a courageous struggle for a more socially just world, around notions of relational solidarity that speak back to ideas that continue to privilege the already advantaged. This book provides some desperately needed new storylines as a basis for school and community renewal for the most excluded groups in society. It provides a new social imagination for ‘doing school’ in contexts that stand to benefit from school and community voiced approaches.
Tina Besley has edited this collection which examines and critiques the ways that different countries, particularly Commonwealth and European states, assess the quality of educational research in publicly funded higher education institutions. Such assessment often ranks universities, departments and even individual academics, and plays an important role in determining the allocation of funding to support university research. Yet research is only one aspect of academic performance alongside teaching and service or administration components. The book focuses on the theoretical and practical issues that accompany the development of national and international systems of research assessment, particularly in the field of education. In our interconnected, globalised world, some of the ideas of assessment that have evolved in one country have almost inevitably travelled elsewhere especially the UK model. Consequently the book comprises an introduction, eighteen chapters that discuss the situation in ten countries, followed by a postscript. It gathers together an outstanding group of twenty-five prominent international scholars with expertise in the field of educational research and includes many with hands-on experience in the peer review process. The book is designed to appeal to a wide group of people involved as knowledge workers and knowledge managers—academics, students and policy makers - in higher education and interested in assessment and accountability mechanisms and processes.
During the last fifteen years, research on affect has been of considerable interest to the mathematics education community. Researchers with an interest in mathematics and gender had a look at aspects of affect in their research studies right from the beginning. Similarly many studies of mathematical problem solving had a growing interest in affect. The main focus of research are now student beliefs and teacher beliefs which are identified as important factors for those influencing learning and teaching.
The thirteen chapters of this book involve many aspect of research on affect like theoretical problems of defining beliefs, the complex relationship between content knowledge and affect, espoused beliefs and teaching practice, domain-specific beliefs as well as the relationship between special learning conditions and affective reactions.
"Precisely titled, this powerful collection constitutes a “chronotope,” an erudite enactment of interstices within and among historical time, spiritual place, and political culture, a recollection focused forward to those “hybrid” generations (in Canadian classrooms) whose frontier is haunted by forts populated by not always their ancestors, inscribed in their national, regional, aboriginal identities. Homophobic, hygienic, the curriculum is always already inhabited by the language of the Other, propelling us toward “post-post” being, forested in difference, rooted in images, refracted through mirrors and windows. In constructing this crucial collage of decolonization, the contributors summon us to study with them the place we inhabit."
WILLIAM F. PINAR, Professor and Canada Research Chair,
Department of Curriculum and Pedagogy, University Of British Columbia, Canada
This book discusses a critical analysis of the cultural atmosphere surrounding young women of color and the influence of this culture on their development as females in a society that embodies race, class and gender as the forefront of self-identity. Analyzing magazines and popular series novels, television shows, social and academic spaces and personal life experiences of young women of color, the book explores from historical forms of understanding and interpreting females of color and their role in youth culture to what those practices and spaces look like today.
Education is commonly thought to be a haven for the young. No matter how unstable the polity, no matter how dismal the prospects for the economy, education investments are often treated as sacrosanct. This is one reason for the popularity of education as part of foreign aid. Who could object to providing more opportunity for young people to study? Recently however, it has been discovered that education systems can be as corrupt as other parts of government and the economy; and that values of fairness and impartiality, once thought to be universal characteristics of education systems, can be supplanted by the interests of specific individuals, families and ethnic groups. Education corruption has now been found in all regions of the world, but it manifests itself in different ways. How do these differ from one region to another? What should be done to minimize education corruption? And what should be done to protect universities and employers in areas situated where there is little corruption from the products of those parts of the world where education corruption is the norm. This book will explain the meaning of education corruption and how it works; it will provide illustrations from Asia, Africa, Southeastern Europe and the former Soviet Union, and it will propose actions and policies on the part of regional and international agencies to counter-act what is now likely to become a new and unexpected global crisis.
Capable Workplace Learning is about Capable people, Capable Organisations and an underlying belief in the applicability of the concept of Capability to Work, Place and Learning.
In this book, Cairns and Stephenson present a case for the development of human Capability, in life, in work, and in the lifespace. They trace the development of the Capability concept arguing that it embraces and goes beyond competence. They draw on over 35 years of experience of direct involvement in enhancing adult Capability through education at all levels.
Capability, they also argue, applies as much to organisations and working practices as it does to the individuals involved and call for synergy between organisational and personal capability. Further, the book presents a case that learning through work, whereby people utilise their work experiences and activities as the opportunity, process, place and content of what they are learning whilst they are “working” has, they suggest, established itself as a creditable way of looking at the knowledge development we all encounter and engage with whilst working.
The authors explore a range of examples of Capable practice in business and higher education and present a number of portraits of individuals whose lifework, personifies the Capability at work concept. In addition, they suggest, governments should go beyond the rather narrow aspiration of raising skills levels, to encouraging more people to experience formulating and solving the problem of their own development.
A Carpenter’s Daughter is the story of the difficulties and rewards of the educational system for one who was not meant to go through it. The single most reliable predictor of whether someone will earn a BA is whether at least one of their parents has one-yet, today, there are an increasing number of first-generation college students. A Carpenter’s Daughter is both a memoir of the author’s experiences growing up, going to school, and becoming an academic and a thoughtful commentary on the meaning of class in American culture. By connecting her own story with ideas from scholarly works on class and identity, Christopher shows how her individual experiences reflect common struggles that people of working-class background face when their education, profession, income, and lifestyles change. This work reminds us forcefully that "moving up" isn't necessarily good and that changing one’s class isn't as simple as going to class or even becoming the teacher of the class.—Sherry Linkon, author of Teaching Working Class The work is stellar, merging the tangled and complex webs of social mobility through education in ways that leave lots of loose ends dangling just the way it should. No pretty bows adorning carefully wrapped packages here. No straight and narrow trajectory toward a mainstream version of success. Instead, readers will be pulled along by nuanced narratives portraying the warped nature of society’s construction of success and a careful crafting of the book in its entirety as a disjointed text presenting shards of a life that can never be visible in a tidied-up tale.—Stephanie Jones, University of Georgia
In this thoughtful and provocative collection of essays, a group of scholars from varied backgrounds and interests have each taken up the educational challenges bequeathed by Dwayne Huebner in his 1996 essay, “Challenges Bequeathed”.
Huebner encouraged educators to surpass the technical foundations of education, affirm the significance of the imagination, use the world’s intellectual traditions and achievements, engage in public discourse about education, and speak out for children and youth. Each author has extended, and in some ways transcended, the discussion of these five challenges yet still draw upon the considerable contribution Dwayne Huebner has made to the field of education.
The writers in this volume grapple with the complexities of teaching and learning as always in process and as always relational; of schools as sites of creative and imaginative acts of knowing and being.
The book begins with Huebner’s 1996 essay wherein he delineates the challenges for educators, as he perceived them. Readers are invited to begin with this chapter. However, after taking in Professor Huebner’s
“prescience, his ability to see, years in advance of everyone else, what is deeply at work in present times, where it is headed, and what needs to be done about it…” (Smith, this volume) we encourage readers to dip into this volume randomly rather than in sequential order. While doing so, it is important to be mindful that
“these challenges do not exist in isolation of each other; rather they are inextricably linked in myriad ways. Each one of these challenges requires consideration of classroom spaces, the individuals who occupy these spaces, and how these spaces are influenced by external forces” (Tupper, this volume).
We invite you to take up a challenge.