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This anthology introduces some of the most influential literature shaping our understanding of the social and cultural foundations of education today. Together the selections provide students with a range of approaches for interpreting and designing educational experiences worthy of the multicultural societies of our present and future. The reprinted selections are contextualised in new interpretive essays written specifically for this volume.
This book draws from various fields of knowledge, in an effort to theorise, create new and innovative conceptual platforms and develop further the hybrid idea of discourses around social inclusion and youth (from policy, practice and research perspectives). Youth: Responding to lives – An international handbook attempts to fill the persistent gap in the problematisation and understanding of inclusion, communalism, citizenship – that are intertwined within the complex youth debate. It writhes and wriggles to highlight the interconnections between the encounters, events and endeavors in young people’s lives. The focus of this edited work is also intended to help us understand how young people shape their development, involvement, and visibility as socio-political actors within their communities. It is this speckled experience of youth that remains one of the most electrifying stages in a community’s lifecycle. Contributors to this text have engaged with notions around identity and change, involvement, social behavior, community cohesion, politics and social activism. The chapters offer an array of critical perspectives on social policies and the broad realm of social inclusion/exclusion and how it affects young people. This book essentially analyses equal opportunities and its allied concepts, including inequality, inequity, disadvantage and diversity that have been studied extensively across all disciplines of social sciences and humanities but now need a youth studies ‘application’.
A major aim of Nation-Building, Identity and Citizenship Education: Cross-cultural Perspectives is to present a global overview of selected scholarly research on global and comparative trends in dominant discourses of identity politics, and nation-building in comparative education research. It provides an easily accessible, practical, yet scholarly source of information about the international concern in the field of nati- building, identity and citizenship education. Above all, the book offers the latest findings on discourses surrounding national identity, nation-building, and citizenship education in the global culture. It offers a timely overview of current issues affecting the formation of social identity and citizenship education in the global culture. More than ever before, there is a need to understand and analyse both the intended and the unintended effects of globalisation and the forces of globalisation on nations, organisations, communities, educational institutions and individuals around the world. This is particularly relevant to the evolving and constantly cha- ing notions of nation-states, national identity, and citizenship education globally. Current global and comparative research demonstrates a rapidly changing world where citizens are experiencing a growing sense of alienation, uncertainty, and loss of moral purpose. In this stimulating and important book, the authors focus on discourses surrou- ing three major dimensions affecting the national identity, nation-building, and ci- zenship education debate in education and society: ideology, democracy, and human rights. These are among the most critical and significant dimensions defining and contextualising the processes surrounding the nation-building and identity.
This book introduces educational practitioners, students, and scholars to the people, concepts, questions, and concerns that make up the field of critical social theory. It guides readers into a lively conversation about how education can and does contribute to reinforcing or challenging relations of domination in the modern era. Written by a group of experienced educators and scholars, in an engaging style, Critical Social Theories and Education introduces and explains the preeminent thinkers and traditions in critical social theory, and discusses the primary strands of educational research and thought that have been informed and influenced by them.
Books recommended for undergraduate and college libraries listed by Library of Congress Classification Numbers.
This volume surveys the new global landscape for democratic civic education. Rooted in qualitative researc, the contributors explore the many ways that notions of democracy and citizenship have been implemented in recent education policy, curriculum, and classroom practice around the world. From Indonesia to the Spokane Reservation and El Salvador to Estonia, these chapters reveal a striking diversity of approaches to political socialization in varying cultural and institutional contexts. By bringing to bear the methodological, conceptual and theoretical perspectives of qualitative research, this book adds important new voices to one of educationOs most critical debates: how to form democratic citizens in a changing world.

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