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Revolutionizing Urban Education

Hip Hop, Pedagogy, and Communities

This series consists of books written for all stakeholders in education including undergraduate and graduate students of education, teachers, parents, and the community at large. The volumes bridge research, theory, personal anecdotes and practice, and interrogates and provides recommendations for schools and communities, specifically in urban spaces. Books in this series focus on utilizing hip-hop as education to transform urban education and schools, and to introduce critical pedagogical ways to engage communities, and schools. Educators, students, community members, and academics are given opportunities to understand the essential nature of voice and activism. This work is necessary to transform schools and communities to better represent the young people they were built to serve.
This book series aims at providing readers with a set of monographs dealing with current educational issues from a research and theoretical perspective. In dealing with the many problems besetting our increasingly globalised world, education remains one of the most critical professions, with educational research and theorising being one of the most potent vehicles for comprehending and informing future policies and practices. Thus Critical Essays across Education intends to provide academics, policy-makers, research students and concerned general readers, with critical reflections on up-to-date ideas from the international research field of education. In particular this series will reflect the growing trend for borderland crossings in education, whereby cross-discipline research is creating new and important theoretical pathways.
Much theoretical and research-based writing in educational texts tends towards the inaccessible end of the readability dimension. So the brief for intending authors in this series will be to reflect on their research, and those of others, in such a way as to help educate the generalist, as well as the specialist.
The series, Educational Leadership and Leaders in Contexts, emphasizes how historical and contextual assumptions shape the meanings and values assigned to the term leadership. The series includes books along four distinct threads:
• Reconsidering the role of social justice within the contexts of educational leadership
• Promoting a community of leadership: Reaching out and involving stakeholders and the public
• Connecting the professional and personal dimensions of educational leadership
• Reconceptualizing educational leadership as a global profession
Perhaps to a greater extent than ever before, today's educational leaders find themselves living in a world that is substantially different from what it was just a decade ago. The threads of social justice, community leadership, professional and personal dimensions, and globalism have added contextual dimensions to educational leaders that are often not reflected in their local job descriptions. This book series will focus on how these changing contexts affect the theory and practice of educational leaders.
Similarly, the professional lives of educational leaders has increasingly impinged upon their personal well-being, such that it now takes a certain type of individual to be able to put others before self for extended periods of their working life. This series will explore the dynamic relationship between the personal and the professional lives of school leaders.
With respect to communities, recent educational reforms have created a need for communities to know more about what is happening inside of classrooms and schools. While education is blamed for many of the ills identified in societies, school leaders and school communities are generally ignored or excluded from the processes related to social development. The challenge facing school leaders is to work with and build community support through the notion of community leadership. Thus, leadership itself involves working with teachers, students, parents and the wider community in order to improve schools.
As for the fourth thread, globalism, school leaders must now work with multiple languages, cultures, and perspectives reflecting the rapid shift of people from one part of the world to another. Educational leaders now need to be educated to understand global perspectives and react to a world where a single way of thinking and doing no longer applies.
The Biotechnology Learning Series is aimed to bring about discussion around the introduction of biotechnology in schools and tertiary learning environments. Biotechnology is an expanding area of scientific and community interest, one that it is important students understand because of its potential to impact on them and their communities. The development of scientifically and technologically literate citizens has been almost universally welcomed as a desirable goal for education and the introduction of biotechnology in schools can contribute to this. This series will include publications on communicating biotechnology, linking schools, industry and research, case studies of classroom research in introducing biotechnology, bioethics, futures and critical thinking in biotechnology. Although the context for the series is specifically biotechnology the publications will be useful to science and technology educators internationally. The Biotechnology Learning Series arose from research and development work for The New Zealand Biotechnology Learning Hub. The Hub was developed to make modern biotechnology more accessible to school teachers and students. The issue for teachers and science and technology educators is how to provide learning experiences in this area. The Hub funded by the New Zealand Government consists primarily of an on-line portal ( containing case studies and resources of biotechnology in action alongside teacher resources that demonstrate how biotechnology contexts can be transferred into a classroom setting to contribute to teacher and student scientific and technological literacy. The editors of the series encourage proposals from researchers in science and technology education.