Böcker i The Cultural and Social Foundations of Education-serien

Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations.

Bringing together sociology of the body with powerful examinations of educational theory and social class, Henry examines how children's experiences of school and pedagogy are shaped by their bodies and the ideas of social class and class identity that their bodies carry.

Writing for educators and education leaders, Cunningham shows that combining a philosophy of pragmatism with thinking about education as systems can illuminate challenges in contemporary schooling and provide practical solutions for creating a democratic education.

In Knowing and Learning as Creative Action, Aaron Stoller makes the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of reality, which are contained in the epistemological proposition: 'S knows that p' (SP).

The project examines how three prominent philosophers of education - William Torrey Harris, John Dewey, and Gregory Bateson - each developed a world view that provides a philosophical basis for environmental education.

Winner of the American Educational Studies Association (AESA) Critics' Choice Book Award for 2016Philosophy of STEM Education uses philosophical methods to investigate STEM education's purpose and assumptions.

This book explores Levinas' phenomenology of ethical motivation. In this book, the author locates this ethics in embodiment, emotions, and imaginations and explores the intersection of aesthetics and education.

Winner of the Outstanding Book Award (Society for Professors of Education)This book offers a re-assessment of the educational and occupational value of MOOCs based on developments since 2013.

This book theorizes aesthetic classroom management through a hermeneutical approach with three fields of literature: history and philosophical foundations of chivalry, chivalry's promulgation through the Victorian Age, and parallel issues of identity in twenty-first century teacher education.

This book presents a sweeping overview of the historical and philosophical foundations of schooling in the United States.

Joldersma applies Levinas's ethics systematically to the commonplaces of education - teaching, learning, curriculum, and institutions - and elucidates the role of justice and responsibility and the meaning of calling and inspiration in education.

This book presents a history of queer erasure in the US public school system, from the 1920s up until today. By focusing on specific events as well as the context in which they occurred, Lugg presents a way forward in improving school policies for both queer youth and queer adults.

Newell compares the fundamental assumptions of five major worldviews of education and their implications for classroom practice, incorporating history and case studies and posing questions about the limits and benefits of employing each today.

This edited volume brings together a new materialist approach to understanding the various legacies and controls being exercised through school uniforms. Through examining school uniform policies, the editors and their authors highlight the embodied choices that contribute to a socio-materialist understanding of democracy and social justice. Uniform policy plays a distinct role in setting the culture of compulsory school education and as such it constitutes a set of under-theorised school practices. This work thus brings together critical perspectives from education, sociology, cultural and postcolonial studies within an overarching analysis of how uniform imposes performances that have a formative effect on young people¿s identities and economic positionality.

In an age where American democracy is imperilled and the civic purposes of schooling eviscerated, Burch turns to Jefferson to help bring to life the values and principles that must be recovered in order for Americans to transcend the narrow purposes of education prescribed by today's neoliberal paradigm.