Given the guiding principle of visual art being understood only by sight, what do people understand when sight is diminished or not there?Moreover, given the experience of blindness, what are the effects of vision loss or no vision on a cultural identity in art?
It does this by exploring seven in-depth case studies of visitors to the education department at the Metropolitan Museum of Art, New York, and the experiences of leading groups by two teachers. In addition, this book includes findings from participant observations in classes and touch tours for blind and visually impaired people at the Metropolitan Museum of Art.
spanAfter reading this book, readers will understand both passive and active social exclusion from the museum’s facilities (active exclusion is defined as a deliberate act of exclusion based on the belief that blind people are incapable of understanding visual art, whereas passive exclusion is defined as exclusion resulting from an aspect of miseducation, such as inappropriate building design or learning materials, or a lack of training, knowledge, resources, access materials or buildings).
Cathy, an experienced foster carer, is pressured into taking Jodie as a new placement. Jodie's challenging behaviour has seen off five carers in four months but Cathy decides to take her on to protect her from being placed in an institution.
Jodie arrives, and her first act is to soil herself, and then wipe it on her face, grinning wickedly. Jodie meets Cathy's teenage children, and greets them with a sharp kick to the shins. That night, Cathy finds Jodie covered in blood, having cut her own wrist, and smeared the blood over her face.
As Jodie begins to trust Cathy her behaviour improves. Over time, with childish honesty, she reveals details of her abuse at the hands of her parents and others. It becomes clear that Jodie's parents were involved in a sickening paedophile ring, with neighbours and Social Services not seeing what should have been obvious signs.
It’s clear that Josie needs psychiatric therapy, but instead Social Services take Jodie away from her, and place her in a residential unit. Although the paedophile ring is investigated and brought to justice, Jodie’s future is still up in the air. Cathy promises that she will stand by her no matter what – her love for the abandoned Jodie is unbreakable.
From the age of 3, Vanessa lived in daily terror of her mother's unpredictable rage. If she was 'naughty', her mother would lash out at her – with beatings, torture, starvation and making Vanessa sleep in their garden's pigsty, tied up like an animal. Her mother said her punishments were God's revenge on her for being the devil's child. Her father lived in denial of her suffering.
When she was 6 years old, Vanessa's grandfather began to sexually abuse her – to her despair, aided and abetted by both her mother and grandmother. At eight years old, she then discovered that the 'mother' who hated her so much had adopted her as a baby and would never love her as her own.
At the most horrific times of Vanessa's abuse, she nearly lost all hope that she would escape her prison, until mysterious things started to happen to her that allowed her to fight back.
This is the story of how Vanessa survived a childhood that nearly destroyed her and how her secret led her out of the horrors of her past.
Alice, aged four, is snatched by her mother the day she is due to arrive at Cathy's house. Drug-dependent and mentally ill, but desperate to keep hold of her daughter, Alice's mother snatches her from her parents' house and disappears.
Cathy spends three anxious days worrying about her whereabouts before Alice is found safe, but traumatised. Alice is like a little doll, so young and vulnerable, and she immediately finds her place in the heart of Cathy's family. She talks openly about her mummy, who she dearly loves, and how happy she was living with her maternal grandparents before she was put into care. Alice has clearly been very well looked after and Cathy can't understand why she couldn't stay with her grandparents.
It emerges that Alice's grandparents are considered too old (they are in their early sixties) and that the plan is that Alice will stay with Cathy for a month before moving to live with her father and his new wife. The grandparents are distraught – Alice has never known her father, and her grandparents claim he is a violent drug dealer.
Desperate to help Alice find the happy home she deserves, Cathy's parenting skills are tested in many new ways. Finally questions are asked about Alice's father suitability, and his true colours begin to emerge.
From as early as three years old, Juliana, Celeste and Kristina were treated as sexual beings by their 'guardians' in the infamous religious cult known as the Children of God. They were made to watch and mimic orgies, received love letters and sexual advances from men old enough to be their grandfather, and were forced into abusive relationships. They were denied access to formal schooling, had to wander the streets begging for money, and were mercilessly beaten for 'crimes' as unpredictable as reading an encyclopaedia.
Finally, unable to live with the guilt of what had happened to her children, their mother escaped with Kristina, cutting herself off from her remaining children in a bid to save at least one child. Desperate to save her sisters, Kristina eventually returned to the place of her torture to free Celeste. Years later, Juliana found the courage to escape, knowing that the child she was carrying would be subjected to the same fate if she did not.
Now the three sisters have finally come together to reveal in full and horrific detail their existence within the Children of God cult. Their stories reveal a community spread throughout the world and its legacy of anorexia, depression, drug abuse, suicide and even murder. Lives are ripped apart and painstakingly mended with a shared strength that finally enabled the sisters to free themselves from the shadows of their past.
Seven-year-old Venus Fox never spoke, never listened, never even acknowledged the presence of another human being in the room with her. Yet an accidental playground “bump” would release a rage frightening to behold. The school year that followed would be one of the most trying, perplexing, and ultimately rewarding of Torey Hayden’s career, as she struggled to reach a silent child in obvious pain. It would be a strenuous journey beset by seemingly insurmountable obstacles and darkened by truly terrible revelations—yet encouraged by sometimes small, sometimes dazzling breakthroughs—as a dedicated teacher remained committed to helping a “hopeless” girl, and patiently and lovingly leading her toward the light of a new day.
In Please Don’t Take My Baby, Jade, 17, is pregnant, homeless and alone when she’s brought to live with Cathy. Jade is desperate to keep her baby, but little more than a child herself, she struggles with the responsibilities her daughter brings.
Cathy knows that Jade loves her daughter with all her heart, but will she be able to get through to Jade in time to make her realise just how much she might lose?
I Miss Mummy is the true story of Alice, aged four, who is snatched by her mother the day she is due to arrive at Cathy's house. Drug-dependent and mentally ill, but desperate to keep hold of her daughter, Alice's mother takes her from her parents' house and disappears.
Praise for the previous edition:
“The organization of the text reflects the author’s intent, philosophy, and objectives . . . [Mertens] clearly presents approaches, descriptions, and many examples useful in conducting studies; she is to be commended for the thoroughness of her work.”
—Frank D. Adams, Wayne State College
“Excellent descriptions, definitions, examples, and narrative about social science theory and the various paradigms. Mertens’ use [of] a wide variety of social identities to provide her examples makes the text inclusive of a variety of diverse identities. It is also useful to see the differences between [research and evaluation] and to select methods appropriate to the intention of the inquiry.”
—Katrina L. Rodriguez, University of Northern Colorado
Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
The imbalance in higher education isn’t just a “boy problem,” though. Boys’ decreasing college attendance is bad news for girls, too, because admissions officers seeking balanced student bodies pass over girls in favor of boys. The growing gender imbalance in education portends massive shifts for the next generation: how much they make and whom they marry.
Interviewing hundreds of parents, kids, teachers, and experts, award-winning journalist Peg Tyre drills below the eye-catching statistics to examine how the educational system is failing our sons. She explores the convergence of culprits, from the emphasis on high-stress academics in preschool and kindergarten, when most boys just can’t tolerate sitting still, to the outright banning of recess, from the demands of No Child Left Behind, with its rigid emphasis on test-taking, to the boy-unfriendly modern curriculum with its focus on writing about “feelings” and its purging of “high-action” reading material, from the rise of video gaming and schools’ unease with technology to the lack of male teachers as role models.
But this passionate, clearheaded book isn’t an exercise in finger-pointing. Tyre, the mother of two sons, offers notes from the front lines—the testimony of teachers and other school officials who are trying new techniques to motivate boys to learn again, one classroom at a time. The Trouble with Boys gives parents, educators, and anyone concerned about the state of education a manifesto for change—one we must undertake right away lest school be-come, for millions of boys, unalterably a “girl thing.”
From the Hardcover edition.
The process of literature search and composing a formal literature review can be intimidating. But masters and doctoral candidates in Education and related fields have found academic argumentation to be seamlessly intuitive with the six-step process pioneered by this book. This updated third edition features a wealth of all-new content including: A flowchart that graphically illustrates Machi and McEvoy’s process. Reflective Oversight boxes in each chapter, prompting readers to direct metacognitive activities. Links to online guides and resources. Expanded examples illustrating theoretical concepts.
Designed to be used during the research process, Conducting Educational Research walks readers through each step of a research project or thesis, including developing a research question, performing a literature search, developing a research plan, collecting and analyzing data, drawing conclusions, and sharing the conclusions with others. Throughout the book, Daniel J. Boudah covers all types of research (including experimental, descriptive, qualitative, group designs, and single subject designs) and helps readers link research questions to designs, designs to data sources, and data sources to appropriate analyses.
Key FeaturesTechnology in Research boxes help readers take advantage of related technologies and online resources In Their Own Words sections provide tips and suggestions from students who have completed projects End-of-chapter Your Research Project in Action sections prompt students to apply what they have learned to their current research projectsIn-text learning aids, including chapter-opening outlines and objectives and chapter-ending summaries and discussion questions, help readers master the material
A dissertation can be challenging, but this informative book helps you overcome the obstacles along the way. Using graphics, checklists, and sample forms, this guide readies you for each step of the process, including selecting the committee, getting acclimated to academic writing, preparing for your oral defense, and publishing your research. New features include:A chapter on ethical considerations Expanded coverage of digital data collection and the Internet More detailed information on conducting the literature review A discussion of how to develop a theoretical or conceptual framework
"Projecting the future for the community colleges of the early twenty-first century involves projecting the future for the nation in general: its demographics, economy, and public attitudes.... At heart is a discourse on how the institutions may adapt historical structures and practices to a changing world, and how those changes may ultimately affect students, the community, and society at large."
—from the Conclusion, "Toward the Future"
"Since 1982, The American Community College by Cohen and Brawer has been the authoritative book on community colleges. Anyone who wants to understand these complex and dynamic institutions—how they are evolving, the contributions they make, the challenges they face, the students they serve, and the faculty and leaders who deliver the services and the curricula—will find The American Community College both essential reading and an important reference book."
—George R. Boggs, former president and CEO, American Association of Community Colleges
"I have been a community college president for over forty-one years and a graduate professor for three decades. This book has been an inspiration to generations of students, faculty members, and administrators. It has become the classic of the field because it has great 'take-home' value to us all."
—Joseph N. Hankin, president, Westchester Community College
"Cohen and Brawer's classic work is the touchstone for a comprehensive overview of the American community college. This is a seminal book for graduate students as well as seasoned professionals for understanding this uniquely American institution."
—Charles R. Dassance, former president, Central Florida Community College
J. Amos Hatch offers a methods book that speaks directly to novice qualitative researchers in the field of education, providing a step-by-step guide to the development of a research project. Written in accessible language, the book emphasizes learning how to do qualitative work. Specific examples from real studies, using real data, and demonstrating real analyses are provided throughout. The book is designed to guide doctoral candidates through the dissertation process, from unpacking assumptions and identifying research questions, through project design, data collection, and analysis, to writing the final draft. Recommendations for writing and publishing qualitative work are included.
is rooted in philosophical beliefs about values, concepts, and the nature of
knowledge. In order to appreciate these
philosophical beliefs, several key concepts and terms require consideration and
understanding. Complicating the novice
researcher’s understanding of these ideas is the unfortunate reality that
existing definitions can be confusing. This
situation can leave students feeling overwhelmed and confused.
purpose of this book is to provide an overview of major inquiry or research
paradigms in a simplified way. The terms
discussed in this book include, but are not limited to:
Keep in mind that the terms covered in this book
are often debated, understood, and communicated in multiple “correct” ways. Also, due to the evolving nature of knowledge
and diverse perspectives within the literature, this book serves as an
introduction to research terminology that will help you understand, follow, and
even participate in this debate. This
book will be particularly useful to nursing students
who are learning about nursing inquiry.
Nursing is a field in which inquiry skills are integral to the
development of best evidence and furthering of the profession as a whole.
Maria's dad was a pimp, living in a world of thieves and street-walkers. Her mother, tiring of turning tricks for her husband, walked out, leaving the children in his chaotic, violent and sometimes cruel care. By the age of nine, Maria's father was abusing her and getting a prostitute friend to dress her up in stockings and make-up. By the time she was fourteen he was selling her on the streets of the red light district in Norwich.
Despite everything Maria still loved her swaggering and sometimes charming father and found it hard to sort out her own feelings. At fifteen she ran away to King's Cross with an older lover who turned out to be just another pimp. Furious at losing a nice little earner her father involved the police and both he and the other man were jailed for living off Maria's immoral earnings. Only then could Maria escape her traumatic childhood and follow her dream of becoming a mother.
Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.
Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.
The book explores the importance of balancing studentsâ€™ knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities.
How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about childrenâ€™s education.
Clive, a thirteen-year-old victim of terrifying demonic visions, tells frightening stories of abuse and imprisonment. Could they be genuine?
Patrick, twelve, bravely setting out to find the truth about his birth family - however painful it may be ...
Six-year-old Johnny, tiny and undernourished, desperately tries to recover from a brain-injury inflicted by his drunken and violent father ...
At fourteen, Katie is so aggressive that the authorities have put her in special care, away from other children. What could be the cause of such fury?
And in a grim island prison, a lumbering bully ponders his crimes against his twin children, Larry and Francey - while his sadistic and conniving wife, the real monster behind his actions, tries to fool the state into returning the traumatised boy and girl to her care.
Alexander Miesen, student, Amsterdam University of Applied Sciences
In this basic guide, step-by-step advice is presented in a clear way and chapters take the reader through the entire process, from planning and doing research, to writing it up. Each stage is covered, with detailed help on choosing a topic, drawing up research questions, doing the literature review, choosing and designing research methods, the ethics of doing research, analyzing data, and collating and presenting findings.
Features in the text include:
- explanations of key research terms
- activities (with answers)
- progress sheets
- case studies
Online resources to accompany the book are available at http://www.methodspace.com/groups/MikeLambertABeginnersGuide/
This is an ideal text for undergraduate students undertaking their first ever research project, postgraduates pursuing Masters awards and teachers carrying out action research.
Nine-year-old Cassandra, kidnapped by her father and found starving, dirty, and picking through garbage cans—is a child prone to long silences and erratic, violent behavior.
Charming, charismatic four-year-old Drake will speak only in private to his mother—while his tough, unbending grandfather's demands for an immediate cure threatens to cause irreparable harm.
And though she had never worked with adults, Hayden agrees to help fearful and silent eighty-two-year-old massive stroke victim Gerda—discovering in the process that a treatment's successes could prove nearly as heartbreaking as its limitations.
Working at the front-line on the streets of London can be thrilling, frightening, rewarding, infuriating, and sometimes plain hilarious.
In this eye-opening account of on-the-beat policing, Delito narrates some of his most interesting cases – from working undercover in a city club to being ambushed in the London riots – as well as taking us through the gadgets, procedures, and lingo that go with life at the other end of a 999 call.
From the team that brought you the bestselling CONFESSIONS OF A GP and CONFESSIONS OF A MALE NURSE comes CONFESSIONS OF A POLICE CONSTABLE: a book that will shine a light on the gripping, touching and shocking realities of life as a city police constable.
What did you do at work today?
In this thorough and systematic examination of theory, research, and practice, college reading teachers will find information to make better instructional decisions, administrators will find justification for programmatic implementations, and professors will find in one book both theory and practice to better prepare graduate students to understand the parameters and issues of this field. The Handbook is an essential resource for professionals, researchers, and students as they continue to study, research, learn, and share more about college reading and study strategy issues and instruction.
The second edition has been thoroughly updated, expanded from 15 to 20 chapters, and reorganized into two parts. Part I covers basic aspects of the research process, provides an example of a student research proposal, and shows how to evaluate a research report. Part II provides a separate chapter for each research methodology, including two chapters on qualitative research. Other noteworthy changes include more annotated studies and more visual illustrations of statistical and research methods.
To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential.
Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
Changes in New Edition
More illustrations, tables, figures, and bulleted lists to enhance understandingMore and simpler explanations of complex process A greater balance between the various approaches to research, ranging from experimental to qualitative, with causal-comparative, survey, and evaluation in-betweenPart I
Expanded to include additional ethical considerations when conducting research. Part II:
Renamed "Carrying out Fundamental Steps of Research"Additional details regarding measurement and observation Expanded discussion of the application of design criteriaPart III:
Renamed "Carrying out Quantitative Research"Additional chapters on experimental research, correlational and causal-comparative research, survey research, and evaluation research.
At the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement.
Improving Adult Literacy Instruction: Developing Reading and Writing, which is based on the report, presents an overview of what is known about how literacy develops the component skills of reading and writing, and the practices that are effective for developing them. It also describes principles of reading and writing instruction that can guide those who design and administer programs or courses to improve adult literacy skills. Although this is not intended as a "how to" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction.
Professor Knud Illeris has collected chapters that explain both the complex frameworks in which learning takes place and the specific facets of learning, such as the acquisition of learning content, personal development, and the cultural and social nature of learning processes. Each international expert provides either a seminal text or an entirely new précis of the conceptual framework they have developed over a lifetime of study.
Elucidating the key concepts of learning, Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students. It will prove an authoritative guide for researchers and academics involved in the study of learning, and an invaluable resource for all those dealing with learning in daily life and work. It provides a detailed synthesis of current learning theories... all in the words of the theorists themselves.
The theories of
Danny Wildemeersch & Veerle Stroobants
In their own words
Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
The updated new edition of this valuable resource offers an exciting collection of 200 ready-to-use worksheets to help adolescents build the social skills they need to interact effectively with others and learn how to apply these skills to various real-life settings, situations, and problems. The book provides 20 complete teaching units focusing on 20 basic social skills, such as being a good listener, "reading" other people, and using common sense.
Authored by two past presidents of the Educational Law Association, this essential guide translates legalese into your language and allows you to focus on your core competency: providing excellent education for students with special needs. Updated to reflect significant court decisions and new developments, the book features:Extensive coverage of IDEA’s reauthorization, Section 504 and the ADA, and FAPE and LRE New analysis of parent and student rights Guidance on discipline A preventative approach to special education litigation Focus on federal and state interpretations of the law
This book is appropriate for advanced courses in instructional design and technology, science education, applied cognitive psychology, thinking and reasoning, and educational psychology. Instructional designers, especially those involved in designing problem-based learning, as well as curriculum designers who seek new ways of structuring curriculum will find it an invaluable reference tool.
This volume contributes deeply to both to the science of learning through in-depth video studies of human interaction in learning environments—whether classrooms or other contexts—and to the uses of video for creating descriptive, explanatory, or expository accounts of learning and teaching. It is designed around four themes—each with a cornerstone chapter that introduces and synthesizes the cluster of chapters related to it:Theoretical frameworks for video research; Video research on peer, family, and informal learning; Video research on classroom and teacher learning; and Video collaboratories and technological futures.
Video Research in the Learning Sciences is intended for researchers, university faculty, teacher educators, and graduate students in education, and for anyone interested in how knowledge is expanded using video-based technologies for inquiries about learning and teaching.
Visit the Web site affiliated with this book: www.videoresearch.org
A collection of Rinaldi’s most important works, this book is organized thematically with a full introduction contextualising each piece. It closes with an interview by series editors Peter Moss and Gunilla Dahlberg, looking at Rinaldi’s current work and reflections on Reggio's past, present and future.
Much of this material is previously unpublished and focuses on a number of questions:What were the ideas and legacy of Loris Malaguzzi? What is unique about Reggio Emilia? What are the issues in education today and what does it mean to be a teacher? How can educators most effectively make use of creativity?
all professionals should be reflective practitioners;
they should produce their personal theories of practice to show how they are holding themselves accountable for their educational influences in learning;
the stories they produce become a new people’s history of action research, with potential for influencing new futures.
This new edition has expanded in scope, to contribute to diverse fields including professional development across the sectors and the disciplines. It considers the current field, including its problems as well as its considerable hopes and prospects for new thinking and practices. Now fully updated, this book contains:
A wealth of case-study material
New chapters on the educational significance of action research
An overview of methodological and ethical discussion
The book is a valuable addition to the literature on research methods in education and nursing and healthcare, and professional education, and contributes to contemporary debates about the generation and dissemination of knowledge and its potential influence for wider social and environmental contexts.
Practitioners across the professions who are planning action research in their own work settings will find this book a helpful introduction to the subject while those studying on higher degree courses will find it an indispensable resource.
This volume explores the ontology of software and the ways it is construed within educational policy discussions. It is beneficial to schools, companies, policy makers and practitioners seeking a more theoretical framework for technology in education.
See also the authors' Coaching Students with Executive Skills Deficits, which provides instructions and tools for implementing an evidence-based coaching model. Also from Dawson and Guare: an academic planner for students, Smart but Scattered parenting guides, and a self-help guide for adults.
This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Beginning with a brief history of assessment, the book explains how to effectively engage in outcomes-based assessment, presents strategies for addressing the range of challenges and barriers student affairs practitioners are likely to face, addresses institutional, divisional, and departmental collaboration, and considers future developments in the assessment of student success.
One feature of the book is its use of real case studies that both illustrate current best practices in student affairs assessment that illuminate theory and provide examples of application. The cases allow the authors to demonstrate that there are several approaches to evaluating student learning and development within student affairs; illustrating how practice may vary according to institutional type, institutional culture, and available resources.
The authors explain how to set goals, write outcomes, describe the range of assessment methods available, discuss criteria for evaluating outcomes-based assessment, and provide steps and questions to consider in designing the reflection and institutional assessment processes, as well as how to effectively utilize and disseminate results. Their expert knowledge, tips, and insights will enable readers to implement outcomes-based assessment in ways that best meet the needs of their own unique campus environments.
Tom endured years of horrific abuse which led to years of silence and self-torture. He grew up to be a troubled man, stumbling through care homes, schools, borstal and eventually prison. The damage that was done to him in those early years had destroyed his life.
Then, one day, Tom read a newspaper article which unlocked the terrible memories he'd kept hidden for over forty tormented years. And a painful battle for justice began...
Education policy is being reformed and re-worked on a global scale. Policies are flowing and converging to produce a singular vision of ‘best practice’ based on the methods and tenets of the ‘neo-liberal imaginary’. Philanthropy, business and the governments are coming together in new networks and sites of policy outside of the framework of the nation state. This book is a first step in recording, mapping and making sense of the most important aspects of these new relations and dynamics of policy.
Using the approach of ‘policy sociology’ and the methods of social network analysis, Global Education Inc. explores the policy activities of edu-businesses, neo-liberal advocacy networks and policy entrepreneurs, and of social enterprises and ‘new’ philanthropy. It also addresses the ways in which education and education policy itself are now being exported and bought and sold as profitable commodities and how entrenched problems of educational development and educational quality and access are now being addressed through ‘market solutions’. That is, by the involvement of private providers in the delivery of educational services, both independently and on behalf of the state.
Universities, schools and education services are being acquired as assets by private equity companies. Private storefront schools are being set-up by local entrepreneurs and through franchising arrangements, funded through microloans. School chains funded by philanthropy and run by multi-national edu-businesses are being harnessed to the attempts of developing societies in an attempt to achieve their Millennium Development Goals and provide mass access to basic education. Curriculum materials and pedagogy software and policy ideas such as inspections, leadership, school choice and accountability are being retailed by western ‘knowledge companies’ and consultants across the globe. This book argues that these new forms of policy and policy-making require new concepts and methods of policy analysis, with chapters including: ?
Networks, Neo-liberalism and Policy Mobilities
New’ Philanthropy, Social Capitalism and Education Policy
Policy as Profit: Selling and Exporting Policy
Money, Meaning and Policy Connections
Global Education Inc. is a crucial book that will be of great interest to students of social and education policy and social and education policy analysts and researchers.