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Book
179 pages ; 23 cm
  • Diferenças silenciadas e diálogos possíveis : a pesquisa em educação como superação de silenciamentos / Marcelo Andrade e Luiz Câmara
  • La educación del hombre y del ciudadano / Adela Cortina
  • Diversidade sexual na escola : três perspectivas sobre silenciamentos de sujeitos e saberes / Felipe Bastos, Raquel Pinho e Rachel Pulcino
  • Entre dogmatismos e silenciamentos mútuos : o ensino de evolução e as ideias religiosas / Luís Dorvillé, Pedro Teixeira e Camila Soares
  • Preconceito contra a surdez e a libras : alunos surdos rompen o silenciamento / Giselly Peregrino
  • Bullying : intolerência e banalidade silenciam as diferenças na escola / Pâmela Esteves e Marcelo Andrade
  • Educação antirracista e decolonial : romper o silenciamento como professora, mulher e negra / Claudia Miranda e Sandra Marcelino
  • Ação afirmativa em educação : quando a política pública dialoga com as diferenças silenciadas / Mônica Almeida e Mônica Romitelli
  • Educar para o recomeço : sobre silenciamentos, pensamento e memória / Helena Araújo e Monique Longo.
SAL3 (off-campus storage)
Book
xiii, 353 pages : illustrations ; 25 cm
  • Introduction: Education systems and educational inequalities ~ Andreas Hadjar and Christiane Gross-- Theorising the impact of education systems on educational inequalities ~ Christiane gross, Heinz-Dieter Meyer and Andreas Hadjar-- Comparing policies in a globalising world: methodological reflections ~ Susan Robertson and Roger Dale-- Education systems and intersectionality ~ Christiane Gross, Anja Gottburgsen and Ann Phoenix-- Measuring educational institutional diversity: External differentiation, vocational orientation and standardisation ~ Thijs Bol and Herman G. Van De Werfhorst-- Sorting and (much) more: Prior ability, school-effects and the impact of ability tracking on educational inequalities in achievement ~ Hartmut Esser-- Data analysis techniques to model the effects of education systems on educational inequalities ~ Christiane Gross-- Education systems and inequality based on social origins: The impact of school expansion and design~ Gabriele Ballarino, Fabrizio Bernardi and Nazareno Panichella-- Education systems and gender inequalities in educational attainment ~ Andreas Hadjar and Claudia Buchmann-- Tracking, schools' entrance requirements and the educational performance of migrant students ~ Jaap Dronkers and Roxanne A. Korthals-- From exclusion and segregation to inclusion? Dis/ability and inequalities in the education systems of Germany and Nigeria ~ Julia Biermann and Justin J.W. Powell-- Education systems and meritocracy: Social origin, educational and status attainment ~ Andreas Hadjar and Rolf Becker-- Education systems and gender inequalities in educational returns ~ Concetta Mendolicchio-- Education systems and migrant-specific labour market returns ~ Irena Kogan-- Health returns to education and educational systems ~ Johann Carstensen and Monika Jungbauer-Gans-- Good and bad education systems: Is there an ideal one? ~ Jutta Allmendinger-- Conclusions and summary ~ Christiane Gross and Andreas Hadjar.
  • (source: Nielsen Book Data)9781447326106 20160906
How do education systems shape educational inequalities and differences in educational outcomes? Education systems and inequalities compares different education systems and their impact on creating and sustaining social inequalities. It considers what social mechanisms are behind the links between education systems and educational inequalities and provides vital evidence to inform debates in policy and reform.
(source: Nielsen Book Data)9781447326106 20160906
Education Library (Cubberley)
Book
viii, 192 pages ; 24 cm.
  • 1. Compulsive education: The troubling uses of race, migration and learner-citizenship 2. Ambivalent Atlantic encounters: Assembling 'the Irish' as an educable race in the 19th century 3. Purity and diversity as love for the nation: Being heard and contained in educational 'evolution' 4. Mediated blood transfusions and inoculations: desirable/bogus immigrants, and the warmth of Irish educational community 5. 'Where is she from if she's not making her Communion?' Unpacking 'community', integration and segregation in contemporary primary schooling 6. How teachers' bodies are mobilised to feel about diversity: PISA shock, policy motivation and finite inclusion 7. Everyday attributions of ability and value: Blurring designations of good/bad, immigrant/working class Others 8. The 'ebb and flow' of racist micro-aggressions: un/doing everyday uses of and relations between learner bodies 9. Anti-racisms, acts of learner-citizenship and answerability.
  • (source: Nielsen Book Data)9780415736534 20160618
The marketised and securitised shaping of formal education sites in terms of risk prevention strategies have transformed what it means to be a learner and a citizen. In this book, Karl Kitching explores racialised dimensions to suggest how individuals and collectives are increasingly made responsible for their own welfare as 'good' or 'bad' students, at the expense of the protection of their rights as learner-citizens. Focusing on Ireland as a post-colonial Atlantic state, the book demonstrates how liberal governance, racisms, migration and mass education are interconnected and struggled over at local, national, European and global levels. Using a variety of qualitative studies and analytic approaches, The Politics of Compulsive Education details the significance of mass education(s) to the ongoing racialisation of national sovereignty. It draws on in-depth historical, policy, media and school-based research, moving from the 19th century to the present day. Chapters explore diverse themes such as student deportation, austerity and the politics of community 'integration', the depoliticisation of third level education via international student and 'quality' teacher regimes, the racialised distribution of learner 'ability', and school-based bullying and harassment. Combined, these studies demonstrate the possibilities and constraints that exist for educational anti-racisms both in terms of social movements and everyday classroom situations. The Politics of Compulsive Education asks key questions about anti-racist responsibility across multiple education sites and explores how racisms are both shaped, and can be interrupted, by the interaction of the global and the local, as seen in terms of migration, the distribution of capital, media, education policy discourse, and teacher and learner identifications. It will be of interest to researchers, academics and postgraduate students of sociology, education, cultural studies, political theory, philosophy and postcolonial studies.
(source: Nielsen Book Data)9780415736534 20160618
Education Library (Cubberley)
Book
175 pages : illustrations ; 21 cm
SAL3 (off-campus storage)
Book
xix, 350 p. : ill. ; 24 cm.
  • Contents: Preface 1. Education, Wage Inequality and the Labour Market Peter Dolton, Rita Asplund and Erling Barth 2. Education and Income Inequality: A Macroeconomic Perspective Rita Asplund 3. School Quality and Educational Outcomes in Europe Andreas Ammermuller and Charlotte Lauer 4. Overeducation Across Europe Peter Dolton and Oscar Marcenaro-Gutierrez 5. Inequality in Access to and Finance of Tertiary Education Rita Asplund, Oussama Ben Abdelkarim and Ali Skalli 6. Earnings Inequality in Europe: Structure and Patterns of Intertemporal Changes Ioannis Cholezas and Panos Tsakloglou 7. Education and Wage Dispersion: New Evidence for Europe Santiago Budria and Pedro Telhado Pereira 8. Within-group Wage Inequality and the Expansion of Tertiary Education Erling Barth 9. Gender Wage Differentials in Europe Peter Dolton, Oscar Marcenaro-Gutierrez and Ali Skalli 10. The Economic Effects of Demographic and Educational Change: Empirical Evidence and Policy Implications Claudio Lucifora 11. Intergenerational Income Mobility in a Comparative Perspective Jo Blanden 12. A Multi-country Study of Inter-generational Educational Mobility Arnaud Chevalier, Kevin Denny and Dorren McMahon 13. Education and Preferences for Income Redistribution in a Cross-Section of Countries Christopher Crowe 14. Job and Life Satisfaction Inequalities in Europe Peter Dolton, Joseph Lanfranchi and Ali Skalli.
  • (source: Nielsen Book Data)9781847205889 20160527
The relationship between education and income inequality is of fundamental importance. In this book, an international group of renowned contributors focus on patterns of inequality and their relationship to education using recent data from European countries. The fresh and unique research deals with important topics such as: wage and education inequality, differences in earnings related to gender, the role of labor market institutions, demographic and cohort effects on inequality, intergenerational education and income mobility, the extent of 'over education' and job and life satisfaction inequality. The wealth of new empirical evidence presented will make this book an invaluable resource for labor and education economists, educationalists, policy-makers and academics interested in the distribution of income, inequality and education within the fields of sociology and public policy.
(source: Nielsen Book Data)9781847205889 20160527
Education Library (Cubberley)
Book
xiv, 207 p. : ill.
  • Series Editors' Foreword Part One: Subjectivity and Exclusion. Who's In and Who's Out? Inclusion and Exclusion, Globalised Education Policy and Inequality. Rendering Subjects: Theorising the Production of the Self. Part Two: Researching Subjects, Making Subjects.Researching Subjectivity and Educational Exclusions. Names and Practices: Making Subjects in/of School. Part Three: Educational Exclusions: Bad Students, Impossible Learners and Unintelligible Subjects. Excluded White-Working Class-Hetero-Adult-Masculinity. Excluded White-Working Class-Hetero-(Un)Femininity. Excluded Black-Femininity. Excluded 'Specialness'(White-Working Class-Hetero-(Hyper-)Masculinity). Part Four: Navigating Educational Inclusions and Exclusions. Included and Excluded? Middle Class-White-Queer-High Ability-Alternative Youth-Culture/Working Class-White-Black-Hetero-Low Ability-Mainstream Youth-Culture. Included Learners, Impossible Girls: the Incommensurability of Indian-ness and Desirable Femininity. Included Learners, Impossible Boys: the 'Raceing' and 'Specialing' of (Un-) Masculinity. Intelligible Impossibility: the (Un)-Feminine Subject-Hood of a 'Geeza-girl'. Good Students, Acceptable Learners, Intelligible Girls: Class, Race, Gender, Sexuality and the Adornment of Feminine Bodies. Between Good and Bad Student, between Acceptable and Unacceptable Learner. Part Five: Interrupting Exclusion. Practicing Performative Politics for Inclusive Education . References. Endnotes. Index.
  • (source: Nielsen Book Data)9781402045486 20160528
This book looks inside the school to examine how every-day, school-level processes act to place particular students 'outside' the educational endeavour and argues for new strategies for thinking critically about and interrupting educational exclusions and inequalities. Looking across national contexts and drawing on ethnographic studies of schools in the UK and Australia, the book explores the implications of the contemporary education policy context and processes and practices inside schools for students as learners and for educational inequalities. The book uses tools offered by post-structural theory to read ethnographic data and show how the discourses that circulate inside schools at once mobilize and elide gender, sexuality, social class, abilitity, disability, race, ethnicity, religious and cultural belongings at the same time as they open up and close down 'who' students can be as learners. In demonstrating these processes the book offers new insights into how these 'truths' about students and learners are created and how they come to be bound so tightly to the educational inclusions, priviliges and successes that some students enjoy and the exclusions, disadvantages and 'failures' that other students face.
(source: Nielsen Book Data)9781402045486 20160528
Book
xiv, 207 p. : ill. ; 25 cm.
  • Series Editors' Foreword Part One: Subjectivity and Exclusion. Who's In and Who's Out? Inclusion and Exclusion, Globalised Education Policy and Inequality. Rendering Subjects: Theorising the Production of the Self. Part Two: Researching Subjects, Making Subjects.Researching Subjectivity and Educational Exclusions. Names and Practices: Making Subjects in/of School. Part Three: Educational Exclusions: Bad Students, Impossible Learners and Unintelligible Subjects. Excluded White-Working Class-Hetero-Adult-Masculinity. Excluded White-Working Class-Hetero-(Un)Femininity. Excluded Black-Femininity. Excluded 'Specialness'(White-Working Class-Hetero-(Hyper-)Masculinity). Part Four: Navigating Educational Inclusions and Exclusions. Included and Excluded? Middle Class-White-Queer-High Ability-Alternative Youth-Culture/Working Class-White-Black-Hetero-Low Ability-Mainstream Youth-Culture. Included Learners, Impossible Girls: the Incommensurability of Indian-ness and Desirable Femininity. Included Learners, Impossible Boys: the 'Raceing' and 'Specialing' of (Un-) Masculinity. Intelligible Impossibility: the (Un)-Feminine Subject-Hood of a 'Geeza-girl'. Good Students, Acceptable Learners, Intelligible Girls: Class, Race, Gender, Sexuality and the Adornment of Feminine Bodies. Between Good and Bad Student, between Acceptable and Unacceptable Learner. Part Five: Interrupting Exclusion. Practicing Performative Politics for Inclusive Education . References. Endnotes. Index.
  • (source: Nielsen Book Data)9781402045486 20160528
This book looks inside the school to examine how every-day, school-level processes act to place particular students 'outside' the educational endeavour and argues for new strategies for thinking critically about and interrupting educational exclusions and inequalities. Looking across national contexts and drawing on ethnographic studies of schools in the UK and Australia, the book explores the implications of the contemporary education policy context and processes and practices inside schools for students as learners and for educational inequalities. The book uses tools offered by post-structural theory to read ethnographic data and show how the discourses that circulate inside schools at once mobilize and elide gender, sexuality, social class, abilitity, disability, race, ethnicity, religious and cultural belongings at the same time as they open up and close down 'who' students can be as learners. In demonstrating these processes the book offers new insights into how these 'truths' about students and learners are created and how they come to be bound so tightly to the educational inclusions, priviliges and successes that some students enjoy and the exclusions, disadvantages and 'failures' that other students face.
(source: Nielsen Book Data)9781402045486 20160528
Book
132 p. : ill. ; 21 cm.
Education Library (Cubberley)
Book
xii, 156 p. : ill. ; 24 cm.
  • Introduction: principles and realities-- Part 1: Prestige and Profile: Keeping education on the international agenda: the Global Campaign for Education-- Flying high: the Partnership for Sustainable Strategies on Girls' Education-- Pressure from within: the Forum for African Women Educationalists-- Part 2: Discourse and Practice: Emerging partnerships in the Philippine EFA process-- Complementarities in education provision: State and society in Bangladesh-- Partnerships from below: indigenous rights and girls' education in the Peruvian Amazon-- Part 3: Scaling Up and Sustainability: Mediation and replication: the case of Egypt-- Seeds of change: community alliances for girls' education-- Conclusion-- Index.
  • (source: Nielsen Book Data)9780855985134 20160528
The idea of partnerships - involving multinational donors, governments, international non-government organisations, the private sector, civil society, and local communities - is increasingly current in debates about development. They are widely seen as the most effective way to achieve sustainable economic and social benefits for the poorest people. How does this vision translate into reality for education services? In particular, what types of partnership are most likely to increase opportunities for girls and women, millions of whom are excluded from education? Can innovative local initiatives be scaled up without losing the community involvement that made them so successful in the first place? By documenting and analysing the achievements and challenges of actual partnerships for girls' education, this book aims to suggest strategies for progress towards the Millennium Development Goals. An account of the formation and development of the Global Campaign for Education is followed by detailed case studies from Bangladesh, Egypt, the Philippines, Peru, and sub-Saharan Africa, illustrating a wide range of partnerships and raising crucial questions about power and control, scaling up, and sustainability. Nitya Rao and Ines Smyth reflect on these questions in an extended introduction to the book, and in the conclusion they summarise the lessons learned from the examples cited. By setting global, regional, national, and local case studies in an analytical framework, this book demonstrates the importance of ensuring that partnerships are not reduced to the lowest common denominator but aspire to the highest standards and broadest visions.
(source: Nielsen Book Data)9780855985134 20160528
Book
33 leaves.
Education Library (Cubberley)
Book
318 p.
SAL3 (off-campus storage)
Book
34 p. : ill. ; 18 cm.
SAL3 (off-campus storage)
Book
47 p.
SAL3 (off-campus storage)
Book
xi, 342 p. ; 21 cm.
SAL3 (off-campus storage)
Book
84 p. ; 21 cm.
SAL3 (off-campus storage)
Book
xxi, 298 p. illus. 22 cm.
SAL3 (off-campus storage)
Book
72 p. ; 21 cm.
Hoover Library
Book
viii, 182 p. 23 cm.
SAL3 (off-campus storage)
Book
20 p. illus. 19 cm.
SAL3 (off-campus storage)
Book
1 online resource.
"Critical Storytelling in Uncritical Times shares the stories of students and a professor in a Cultural Foundations of Education Course. Storytellers in this volume grapple with issues of white privilege, racial microaggressions, bullying , cultural barriers, immigration, and other forms of struggle in educational settings. The disciplinary backgrounds of the authors are diverse: Psychology, Communication Studies, Higher Education Administration, and Educational Foundations. The authors write stories about their role(s) in resisting (or failing to resist) hegemony, and their contributions draw attention to critical problems scholars and practitioners find in 21st century schooling. This anthology was planned, written, and edited by course participants. The stories shared in each chapter were completely at the discretion of the author. By making themselves vulnerable, participants investigated stories that mattered to them. This book engages a community of critical voices in an uncritical age.".

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