Böcker utgivna av Sense Publishers

Scientific literacy is approached on the premise that language is key to understand the nature of both learning and participation, in scientists' practices as well as in liberal education for citizenship. Some of the questions that are addressed in the book are: . What does it take to be able to participate in different arenas in society involving science? . How does everyday language relate to scientific language? . How can students' texts be analyzed to gain insights into their learning? . How can images be analyzed alongside verbal language? This book offers a thorough introduction to key ideas in M. A. K. Halliday's systemic functional grammar through examples and practical analysis. Detailed analysis is offered of science textbooks and curriculum documents, classroom talk, experimental work, and students' discussions of complex environmental issues. Further, an analytical model guiding the design and analysis of science learning discourses is introduced. The book starts with introducing excerpts from whole-class discussions, group work, experimental reports and textbooks as text-in-context. From this starting point, key aspects of language are carefully explained. The role of grammatical metaphor in the development of science knowledge is an important topic throughout the book. Tools for analyzing multimodal representations, intertextuality and multiple voices are also among the topics covered for understanding and analyzing school science discourses.

There has been a decided shift towards desiring greater "relevance" inmanagement education by serving the needs of management practice.The importance of a careful defi nition of "relevance" and the retentionof a critical perspective needs to be asserted. In this respect, whatHugo Letiche and Geoff Lightfoot have done together, and writtenup in this book, is an outstanding example of a commitment torestore "relevance" via critical engagement to management pedagogyand practice. Their success is a clear demonstration of the practicalrelevance of imagination, commitment and scholarship.Prof Heather Hopfl (University of Essex)

The subject of education is a contentious issue in our world. The Politics of Education: An Introduction, critically examines the overt and covert political issues suffusing education. Questions of What is education?, What do we teach?, and How do we teach? are all political questions, the answers to which empower certain individuals, groups and viewpoints over others. This book explores the political contexts that shape our conceptions of education and guides our pedagogical practice. Contemporary educational theory and practice are taken to task for attempting to instill democratic values and a love of freedom anti-democratically with little to no freedom. For example, The Politics of Education considers the effects of standardized examinations on the individual and her ability to function in a democratic society. Critiques of contemporary educational theory and practice by Dewey, Foucault, Bourdeau, classical conservative thinkers and others are considered. This book examines education through historical and international lenses where appropriate. Alternative meanings and modes of education grounded in critical pedagogy are offered as steps in revolutionizing education.