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Critical Leaders and the Foundation of Disability Studies in Education aims to formalize the significance of early histories of understanding disability drawn from the scholarship of those who turned away from conventional status quo and pathologized constructs commonly accepted worldwide to explain disability in schools and society. The series begins with recognition of North American scholars including: Ellen Brantlinger, Lous Heshusius, Steve Taylor, Doug Biklen, and Thomas M. Skrtic. We will expand the series to include scholars from several international countries who likewise formed analyses that shaped the terrain for the emergence of critical perspectives that have endured and slowly given rise to the interdisciplinary field of Disability Studies in Education.
The field of education in the 21st century is broad in scope and is multidisciplinary. To help scholars and students understand the various disciplines that comprise the field of education, the editors view the various fields as texts to be historicized and explicated. Each field is a discipline with its own scholars, language, and research.

The various reference works will present comprehensive and accurate portraits of the various disciplines. What readers will encounter in these reference works is what the various fields are saying, and/or have been saying during their various histories. This can open up conversations among current established scholars and future, next generation scholars nationally and internationally. These complicated conversations would further expand the various fields and lead to possibilities for praxis. Praxis emphasizes the increase of critical knowledge and understandings both for self-development and social reconstruction.

There is a uniqueness in Critical Understanding in Education in the commitment to the focus on the historical development and comprehensive critical presentation of a particular discipline.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.

Edited by William M. Reynolds and Brad Porfilio

The Brill Guides to Scholarship in Education are short introductions to various fields in education for experts and novices. Though sophisticated in content, the style of these books will be less structured or restricted than existing guides taking a novel approach, they can be used as an educational tool in undergraduate and graduate courses as introductory texts.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Assistant Editor Evelien van der Veer.
This series maps the field of critical theory and its role in articulating the central problems of education, schooling, culture, and human learning and development in the current historical social, political, economical and global situation. It aspires to build a consistent approach to philosophy and sociology of education from the viewpoint of critical theory, as well as new openings for the future critical theory of education. It will also examine examples of pedagogical experiments, new utopian thinking, and educational policies with a strong accent on actual policies and examples. Series will commission books on the Frankfurt School critical theory in relation to the question of education and social settings of human learning and development. It seeks authors who can demonstrate their understanding of the history and systematical issues in the tradition of the Frankfurt School in the setting of pedagogy, education and learning.
“Open education involves a commitment to openness and is therefore inevitably a political and social project. The concept of openness in regard to education pre-dates the openness movement that begins with free software and open source in the mid-1980s with roots going back to the Enlightenment that are bound up with the philosophical foundations of modern education with its commitments to freedom, citizenship, knowledge for all, social progress and individual transformation. Yet in another way political, social and technological developments have taken place in parallel alongside the history of the movement of open education that have heightened certain political and epistemological features and technological enabled others that emphasize questions of access to knowledge, the co-production and co-design of educational programs and of knowledge, the sharing, use, reuse and modification of resources while enhancing the ethics of participation and collaboration. Open education as a movement sits within the broader framework of the history of openness that brings together a number of disciplines and fields to impact directly upon the value of knowledge and learning, their geographic distribution and ownership, and their organization.”
[ http://www.ffst.hr/ENCYCLOPAEDIA/]
This new series is devoted to the general theory and practice of open education in all its forms.
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.
Contexts of Education is a new series of handbooks that embraces both a creative approach to educational issues focused on context and a new publishing credo.
All educational concepts and issues have a home and belong to a context. This is the starting premise for this new series. One of the big intellectual breakthroughs of post-war science and philosophy was to emphasise the theory-ladenness of observations and facts—facts and observations cannot be established independent of a theoretical context. In other words, facts and observations are radically context-dependent. We cannot just see what we like or choose to see. In the same way, scholars are argue that concepts and constructs also are relative to a context, whether this be a theory, schema, framework, perspective or network of beliefs. Background knowledge always intrudes; it is there, difficult to articulate, tacit and operates to shape and help form our perceptions. This is the central driving insight of a generation of thinkers from Ludwig Wittgenstein and Karl Popper to Thomas Kuhn and Jürgen Habermas. Increasingly, in social philosophy, hermeneutics, and literary criticism textualism has given way to contextualism, paving the way for the introduction of the notions of ‘frameworks’, ‘paradigms’ and ‘networks’—concepts that emphasize a new ecology of thought.
This new series is predicated upon this insight and movement. It emphasises the importance of context in the establishment of educational facts and observations and the framing of educational hypotheses and theories. It also emphasises the relation between text and context, the discursive and the institution, the local and the global. Accordingly, it emphasizes the significance of contexts at all levels of inquiry: scientific contexts; theoretical contexts; political, social and economic contexts; local and global contexts; contexts for learning and teaching; and, cultural and interdisciplinary contexts.
Contexts of Education, as handbooks, are conceived as reference texts that also can serve as texts.
The aim of the Leaders in Educational Studies series is to document the rise of scholarship and university teaching in educational studies in the years after 1960. This half-century has been a period of astonishing growth and accomplishment. The volumes in the series document this development of educational studies as seen through the eyes of its leading practitioners.
A few words about the build up to this period are in order. Before the mid-twentieth century school teaching, especially at the primary level, was as much a trade as a profession. School teachers were trained primarily in normal schools or teachers colleges, only rarely in universities. But in the 1940s American normal schools were converted into teachers colleges, and in the 1960s these were converted into state universities. At the same time school teaching was being transformed into an all-graduate profession in both the United Kingdom and Canada. For the first time, school teachers required a proper university education.
Something had to be done, then, about what was widely regarded as the deplorable state of educational scholarship. James Conant, in his final years as president at Harvard in the early 1950s, envisioned a new kind of university-based school of education, drawing scholars from mainstream academic disciplines such as history, sociology psychology and philosophy, to teach prospective teachers, conduct educational research, and train future educational scholars. One of the first two professors hired to fulfil this vision was Israel Scheffler, a young philosopher of science and language who had earned a Ph.D. in philosophy at the University of Pennsylvania. Scheffler joined Harvard’s education faculty in 1952. The other was Bernard Bailyn, who joined the Harvard faculty in 1953 after earning his Ph.D. there, and who re-energized the study of American educational history with the publication of Education in the Forming of American Society: Needs and Opportunities for Study (University of North Carolina Press, 1960). The series has been exceptionally fortunate that Scheffler provided a foreword to the volume on philosophy of education, and that Bernard Bailyn provided a foreword for the volume on the history of American education. It is equally fortunate that subsequent volumes have also contained forewords by similarly eminent scholars, including James Banks of the University of Washington, who has been a creative force in social education for decades and the prime mover in the field of multi-cultural education.
The Leaders in Educational Studies series continues to document the growing and changing literature in educational studies. Studies conducted within the established academic disciplines of history, philosophy, and sociology comprised the dominant trend throughout the 1960s and 1970s. By the 1980s educational studies diversified considerably, in terms of both new sub-disciplines within these established disciplines and new interdisciplinary and trans-disciplinary fields.
Curriculum studies, both in general and in the particular school subject matter fields, drew extensively from work in philosophy, history and sociology of education. Work in these disciplines, and also in anthropology and cultural studies among others, also stimulated new perspectives on race, class and gender.
This volume, like previous volumes in the series, brings together personal essays by established leaders in a major field of educational studies. Subsequent volumes in the series will continue to document other established and emerging disciplines, sub-disciplines and inter-disciplines in educational scholarship.