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Volume Editor: Ellyn Lyle
Teaching and learning are profoundly personal experiences, yet systems of education often prioritize disembodied and decontextualized approaches that continue the historical marginalization of the lives they seek to represent. Re/centring teachers and learners places individuals at the heart of education and, in so doing, re/positions knowledge as contextual and constructivist. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place too often characterized by what is missing to a place of presence. Through critical, qualitative, creative, and arts-integrated approaches, this collection explores the co-curricular capacity of lived experience to re/centre human being in education.
The Pedagogy, Education and Praxis series will foster a conversation of traditions in which different European and Anglo-American perspectives on ‘pedagogy’, ‘education’ and ‘praxis’ are problematised and explored. By opening constructive dialogue between different theoretical and intellectual traditions, the Series aims, in part, at recovering and extending the resources of these distinctive traditions for education in contemporary times. The Series aims to contribute to (1) theoretical developments in the fields of pedagogy, education and praxis; (2) the development of praxis in the pedagogical professions; and (3) the development of strategies capable of resisting and counteracting contemporary tendencies towards the technologisation, standardisation, bureaucratisation, commodification and demoralisation of education.
Series Editor: Joy Higgs
This series examines research, theory and practice in the context of university education, professional practice, work and society. Rather than focussing on a single topic the series examines areas where two or more of these arenas come together. Themes that will be explored in the series include: university education of professions, society expectations of professional practice, professional practice workplaces and strategies for investigating each of these areas. There are many challenges facing researchers, educators, practitioners and students in today’s practice worlds. The authors in this series bring a wealth of practice wisdom and experience to examine these issues, share their practice knowledge, report research into strategies that address these challenges, share approaches to working and learning and raise yet more questions.
The conversations conducted in the series will contribute to expanding the discourse around the way people encounter and experience practice, education, work and society.
In this book, Judith Norris presents a theoretical model that demonstrates a new approach to understanding how school leaders respond to conflicting expectations and demands. The idea of sensemaking and sensegiving is theoretically interesting and allows the reader to focus on how school leaders make sense, but also how they give sense to others in the complex conditions that educators now must negotiate. Like the Eucalyptus tree, educational leaders must adapt to their contradictory environments.

Written in the most accessible way, the theory and its application will likely appeal not only to researchers, but also to teachers and school administrators. Norris has created a real applicability to school leadership in various international contexts.
Series Editor: Linda Ware
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.

Critical Leaders and the Foundation of Disability Studies in Education is a sub-series to the book series Studies in Inclusive Education. The series and subseries have independent editorial teams that work closely together. For the volumes published in the main book series, please visit its webpage.
Series Editors: Juanjo Mena, Ruth Kane, and Cheryl J. Craig
The ISATT conference series represents an effort to compile international research and practices on Teacher Education. It draws upon a variety of educational approaches, procedures, and teaching contexts where the field takes form. The aims and scope of the ISATT book series is to promote and bring together the best papers presented at the Biennial conferences of the association. The ISATT’s main goal is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.
Theory and Practice of Values and Knowledge Education
"Values without knowledge are blind, while knowledge without values is irresponsible." This principle underlines the motivation to write this book. It presents VaKE, Values and Knowledge Education, a theoretical model based on constructivist learning theories, and many examples for its practical implementation in diverse educational fields. Thanks to its extensive theoretical foundation, the model opens up almost unlimited possibilities to tailor the course to the needs of the participants and to the dynamics of a process.

The justification of ethical values is attributed a general importance for the development of personality as well as for the thriving and flourishing living with each other in a society. School education aims at providing respective knowledge. However, this knowledge is separated from the subject matters, whereas for its application in daily life both – knowledge on facts as well as on values – are necessary and indispensable for evaluation, assessment and decision making.
Stories of Pathways to Teaching
Author: Edward R. Howe
This book evolved from decades of transcultural experiences. Edward Howe’s comparative ethnographic narrative, a blend of narrative inquiry and reflexive ethnography, uniquely captures the essence of teacher acculturation. Each chapter is filled with intriguing teachers’ stories based on lived experiences – connected through the common thread of learning to teach. Compelling teacher narratives, spanning seven decades, show that much of what teachers do is learned implicitly and is culturally embedded.
Teacher Acculturation provides a window into the world of novice teachers from the 1950s through present day. The thought-provoking stories provide a springboard for critical discussions about gender/sexuality, culture/race/ethnicity, Indigenous perspectives, SES/class/religion, location/space/time, and the challenges facing teachers in different contexts.
The author highlights the importance of teacher relationships, built on mutual understanding, trust, mentorship, leadership and guidance. Beginning teachers are largely required to work in isolation, to learn their practice through trial and error – left to “sink or swim.” There is little provision for mentorship and insufficient time to reflect on teaching practices. Collaborative and reflective self-study, as illustrated in Teacher Acculturation, shows great promise to ameliorate this pervasive problem in teacher induction. Thus, the book will appeal to teacher educators, teachers and to anyone interested in the fascinating lives of teachers.
Author: Sharada Gade
This book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons, as the author talks about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). Such a stance offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.
Author: Qiquan Zhong
Translator: Hua Wan