Böcker av James Tooley

EG West is a major thinker in education. This volume offers the coherent account of West's educational thought. It is divided into: intellectual biography; critical exposition of West's work; and, the reception and influence of West's work

This text includes discussion of topics such as: education and the state, equality of opportunity, education for autonomy, democratic control over education and education as a public good.

To what extent has feminism benefited women? Arguing that so far feminism has failed to deliver the promised benefits for many women and has even proved harmful, this text brings together women's voices, from Bridget Jones to Simone de Beauvoir, to provide a radical rethink for the 21st century.

This is an inspiring story of entrepreneurs stepping into the breach and providing effective low-cost private schooling to large numbers of children in conflict-affected areas of the world, where government was not working well and basic infrastructure had been destroyed.

What is wrong with education? Why do educational reforms always miss their target? How can we create a better education system? And what can we learn from other countries? Reclaiming Education tackles the challenges facing education that really matter - the ones that academics often ignore, parents demand solution to and politicians.

A thought provoking memoir about society born out of the experience of being incarcerated in an Indian prison.

Girls and boys are different. So why do our schools insist on treating them as identical? Bringing together many women's voices, from Bridget Jones to Simone de Beauvoir, Betty Friedan to Germaine Greer, Mr. Tooley challenges education's sacred cows, demanding a radical rethinking of sexual politics and a fairer way forward for women. "This book is...carefully wrought to engage readers who might be coming from very different directions."-Times Educational Supplement.

Examines the materials being used by schools in HIV/Aids teaching and how teachers approach the subject. This book argues that because of material provided by pressure groups, teachers are exaggerating the Aids problem and failing to stress the extent to which the risk of infection depends on behavior.