Help students use their voices to build an equitable and just society. Years of political violence and protests against injustice have revived interest in teaching civics in schools. The problem? Civic education—as it currently exists—privileges systems, not students. It promotes incremental change within a broken democracy rather than responding to the youth-led movements that call for the abolition of inequitable social structures. What will it take to prepare young people for the just future they are fighting for? Civics for the World to Come offers educators a framework for designing the critical civic education that our students deserve. Synthesizing perspectives on democratic life from critical race theory, ethnic studies, Afrofuturism, and critical literacy, the book presents key practices for cultivating youth civic agency grounded in equity and justice. The authors explore five world-building civic skills (Inquiry, Storytelling, Imagination, Networking, and Advocacy) and introduce readers to real learning communities where students and educators are transforming themselves and society.

This book draws together insights on the past, present, and future of youth participatory action research (YPAR) through interviews with ten scholars whose work has been central to the field. In this critical moment, it allows readers to hear from scholars who have been foundational to the visioning and enacting of YPAR projects, as they reflect on the fundamental tenets and boundaries of their work. By engaging directly with leaders in the field, the book allows readers to explore many of the nuances, roots, and tensions of youth participatory action research. Throughout their conversations with scholars, Albright and Brion-Meisels pose three questions: What is the purpose of YPAR, and how does it get defined? What makes for authentic participation, both on the research team itself and in the process of the research? And how, if at all, does YPAR investigate and seek to dismantle existing power structures within schools and communities? In taking an intentionally dialectical approach, this volume builds on the centrality of dialogue in PAR/YPAR processes, both in terms of pedagogy/mode and in terms of content/matter. By sharing direct excerpts of conversations, readers can participate in the co-construction of knowledge, and gain more nuanced understandings of how purpose, participation, and power have shaped the foundations of YPAR, and how they might shape future collaborations. Elucidating the knowledge and perspective of leading YPAR practitioners, this timely book will be crucial reading on Research Methods and Education for Participatory Action Research programs and related courses.

Prepares readers to become high-quality humanities and social sciences educators for early childhood and primary contexts.

The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective leadership strategies allow for the continued progress of modern educational initiatives. It is crucial to investigate how effective administrators lead their organizations in challenging and difficult times and promote the accomplishments of their organization. Research Anthology on Preparing School Administrators to Lead Quality Education Programs is a vital reference source that offers theoretical and pedagogical research concerning the management of educational systems on both the national and international scale. It also explores academic administration as well as administrative effectiveness in achieving organizational goals. Highlighting a range of topics such as strategic planning, human resources, and school culture, this multi-volume book is ideally designed for educators, administrators, principals, superintendents, board members, researchers, academicians, policymakers, and students.

Education issues feature almost daily in print media, online, on the radio and on television, much of which focuses on the perceived deficits of students and teachers. Singled out for special attention are low socio-economic status (SES) schools which are frequently characterised by teachers and students with little investment in learning and teaching. Yet within this plethora of educational discussion there is no contemporary, longitudinal study of what it means to learn and teach in a disadvantaged school within the policy context of the ‘education revolution’ in Australia. Drawing on 500 interviews conducted over a four period with the Principal, parents, teachers and students at a regional low SES school, this book challenges the profile of one school as represented on the ‘My School’ website which publishes the results of National Assessment Program in Literacy and Numeracy (NAPLAN). Chapters situate the original research within an international and national educational context, before exploring topics including leadership and management, student behaviour, constructs of the ‘good teacher’, the involvement of parents in school and the ‘digital revolution’. The book closes with an appraisal of the major themes that emerged from the multiple perspectives of the study. This is the first book to provide a longitudinal ethnographic study of a school in Australia, which examines the impact of the ‘education revolution’ on the Principal, parents, teachers and students. It comprehensively challenges the official ‘My School’ representation of a low SES school and will appeal to researchers in education, as well as those involved in postgraduate teacher education and sociology courses, both from Australia and internationally.

Following Paulo Freire and his concept of pedagogy of hope, this open access book explores the educational role of hope as an approach to learning about global issues in different areas of the world. Climate change, racism, and the COVID-19 pandemic have shown more than ever the need for a global shift in education policy and practice. This book provides a conceptual framework of global education and learning and the role it can play in addressing these social and environmental challenges. Written by scholars based in Australia, Brazil, Canada, China, Ghana, India, Italy, Portugal South Africa, Spain, the UK and the USA, the book addresses a range of local and global issues from global citizenship education in Latin America to training teachers in global education. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.

As Gail Bush reports, "each section of this monograph includes articles that invite the reader to explore his or her own response to the authors messages... The purpose here is not to set in stone principles and practices to be followed blindly but to present a disposition toward intellectual behaviors that seriously consider our responsibilities and actions as educators in a democratic society." And Ms. Bush has pulled articles to do just that from Knowledge Quest, AASL's official, highly respected journal on school library media programs. You will find topics addressing the big picture of civic engagement, equity, democracy, and social justice, and of course best practices.

The publication "Private Learning, Public Needs" looks at the devastating effects neoliberal globalization continues to have on education, schooling, and literacy development in the United States. The book is divided in three parts. Part I "Neoliberal Globalization and the Question of Adult Literacy Education" is broken into two chapers. Chapter one is a study of neoleberalism and its relationship to globalization. Specially, the changing role of the state is examined in terms that bring attention to globalization's capacity to ignore nation-state borders, especially in the context of finance and culture. The role of the state is discussed in light of its influcence on local agencies and on local instiutions. Of issue is the interiorization of neoliberal globalization at the material levels of educaional life, namely curriculum standard and development. Through the imposition of certain kinds of standards, teacher education programs must make some hard decisions about wheter they will, on the one hand, satisfy the needs manufactured by neolibral interests as they manifest themelves in curricular and pedagogic mandates, or, on the other, will use their autority to challenge and confront that which they know is detrimental to democratic principles and good teaching practices. Chapter two examines how neoliberal interests have impeded the goals of adult literacy education. Part II "The Work of Critical Theory in a Neoliberal Age" takes up the work of two prominent cirtical theorists in and beyond education: Erich Fromm and Paulo Freire. Chapter three discusses Fromm's important alternative to top-down discourses of power and authority. In chapter four, Freire's work in Sâo Paulo as Secretry of Education is studied for what it can teach us about the importance an possibility of structural transformations.

The World Forestry Congress is organized once every six years under the auspices of FAO. The twelfth session was held from September 21-28, 2003 in Quebec City, Canada, with the theme "Forests: source of life". More than 4000 people from 137 countries participated.--Publisher's description.

While the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity.