This book explores the phenomenon of the story paper, the meanings and values children took from their reading, and the responses of adults to their reading choices. It argues for the revaluing of the story paper in the inter-war years, giving the genre a pivotal role in the development of children's literature.

Diversities in Education is a challenging text that will help educators, teacher educators and trainee teachers to be more effective in teaching a range of diverse learners. It covers five major categories of difference: sex and gender; social class and socio-economic status; race, ethnicity and culture; beliefs and religion; and different abilities and asks the urgent questions all policy-makers, educators and students should consider: Why should we value diversity and human rights? How can inclusive education accommodate diversity? How do society’s aspirations for cohesion and harmony impact on people who are different? What meanings are given to differences, culturally and historically? Should educators seek to accentuate, eliminate, reduce or ignore differences? By drawing attention to the latest research into the most effective educational policies and practices, this insightful book suggests strategies for meeting the challenges being posed in an era of superdiversity. It’s a crucial read for any training or practising educator who wants to address the issue of diversity, learn effective ways to reach all learners and create more inclusive and harmonious societies.

Colonial Immigrants in a British City (1979) analyses the relationship between West Indian and Asian immigrants and the class structure of a British city. Based on a four-year research project in the Handsworth area of Birmingham, the book is a study of race and community relations – political, social, economic and personal – in a major centre of immigrant settlement. It considers the relationship between housing class and class formations and consciousness in other sectors of allocation, such as employment and education. It includes a consideration of the changing political climate on race relations between 1950 and 1976.

With the new introduction, Freda Hawkins brings Critical Years in Immigration up to date by discussing the directions taken by the Canadian and Australian governments since 1984. She also clarifies the implications of the recently announced Canadian immigration levels for 1991-95, discussing the government's reasoning and future plans.

The Black Church Studies Reader addresses the depth and breadth of Black theological studies, from Biblical studies and ethics to homiletics and pastoral care. The book examines salient themes of social and religious significance such as gender, sexuality, race, social class, health care, and public policy. While the volume centers around African American experiences and studies, it also attends to broader African continental and Diasporan religious contexts. The contributors reflect an interdisciplinary blend of Black Church Studies scholars and practitioners from across the country. The text seeks to address the following fundamental questions: What constitutes Black Church Studies as a discipline or field of study? What is the significance of Black Church Studies for theological education? What is the relationship between Black Church Studies and the broader academic study of Black religions? What is the relationship between Black Church Studies and local congregations (as well as other faith-based entities)? The book's search for the answers to these questions is compelling and illuminating.

"A guide to the press of the United Kingdom and to the principal publications of Europe, Australia, the Far East, Gulf States, and the U.S.A.

Explores a range of key issues related to children and childhood, from birth to eighteen years. This book is suitable for students as well as those studying relevant professional qualifications in social work, teaching and health.

'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.' Ian Menter, Professor of Teacher Education, University of Oxford, UK Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners – teachers, student teachers and teacher educators – working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners’ professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers’ professional communities; impacts of imposed marketizing policies and forced performative practices on schools; the complexities of teaching and teachers’ concerns about practice, as well as teaching practitioners’ perception of educational/schools policy. Both academic and teacher partners contribute to the work, showcasing the ways they have engaged with each other in joint work and with local government. Through this, the book supports a professional and politicized dialogue about teaching and teacher education, offering a meaningful account of how to fashion a form of educative schooling for students and families with complex needs. Written by a dynamic and experienced author, this book brings Beckett’s experience to bear on a controversial and complex area – addressing the general trend towards increased regulatory policy in education. It is an essential read for anyone interested in a rich analysis of how practitioners can work to reassert their professional voice and regain control of schools and teacher education, and will also appeal to those interested in the larger project of restoring school democracy.

This book constitutes the refereed proceedings of HCI and Usability for e-Inclusion, held as the 5th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society, USAB 2009, in Linz, Austria, in November 2009. The 12 revised full papers and 26 revised short papers presented were carefully reviewed and selected from 60 submissions. The papers are organized in topical sections on gender and cognitive performance, usefulness, usability, accessibility, emotion, confidence and elderly, usability testing, evaluation, measurement, education, learning and e-inclusion, design for adaptive content processing, grounded theory, activity theory and situated action, smart home, health and ambient assistent living, user centred design and usability practice, interaction, assistive technologies and virtual environments, communication, interfaces and haptic technology as well as new technologies and challenges for people with disabilities.