How much can we reasonably expect from education? This book, written by a philosopher of education, casts new light on this question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us - whether as teachers, parents, students or citizens - share in a responsibility for the quality of that ethical environment. He argues that we must ensure that what happens in schools will:

• enable young people to appreciate the...

How much can we reasonably expect from education? This book, written by a philosopher of education, casts new light on this question by seeing values education, not as a separate activity within schools, but as an aspect of education that both reflects the surrounding climate of values and can help to change it. Graham Haydon argues that all of us - whether as teachers, parents, students or citizens - share in a responsibility for the quality of that ethical environment. He argues that we must ensure that what happens in schools will:

• enable young people to appreciate the...

"The Foundations and Futures of Education" series focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on three major themes: the purposes and nature of education; increasing interdisciplinary within the subject; and the theory-practice divide.
In recent years, much curriculum debate has focused less on wider issues related to the purposes of education and more on the content and "delivery" of school curricula themselves,...

Schooling, Society and Curriculum offers a much needed reassessment and realignment of curriculum studies in the UK and international contexts. Comprising a collection of eleven original chapters by prominent, nationally and internationally known experts in the field of curriculum studies, the book leads and fosters critical, generic debates about formal education and its relationships to wider society.

Focusing on key debates that have been present for as long as formal state education has been in existence, the contributors contextualise them within a future-orientated...

Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play?

The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to...

What do we mean by the word 'context' in education and how does our context influence the way that we learn?

What role can technology play in enhancing learning and what is the future of technology within learning?

Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner's wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to...

In what way do educators understand the language they use to make sense of the educational environment?

How does language enable educators and how can they consciously make the most of its potential?

Using the right language and setting the correct tone in the school classroom has repercussions for all involved; whether it affects the linguistic development of a student or the effective delivery of a lesson, language plays an important factor in any educational context.

As such, this innovative book focuses right at the heart of learning, arguing...

There is no single idea of the university. Ever since its medieval origin, the concept of the university has continued to change. The metaphysical university gave way successively to the scientific university, and then to the corporate and the entrepreneurial university. But what, then, might lie ahead?

Being a University both charts this conceptual development and examines the future possibilities for the idea of the university. Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university - such as space...

This book presents a wide-ranging and critical exploration of a topic that lies at the heart of contemporary education. The use of digital technology is now a key feature of schools and schooling around the world. Yet despite its prominence, technology use continues to be an area of education that rarely receives sustained critical attention and thought, especially from those people who are most involved and affected by it. Technology tends to be something that many teachers, learners, parents, policy-makers and even academics approach as a routine rather than reflective matter.

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This book challenges a contemporary postfeminist sensibility grounded not only in assumptions that gender and sexual equality has been achieved in many Western contexts, but that feminism has gone 'too far' with women and girls now overtaking men and boys - positioned as the new victims of gender transformations. The book is the first to outline and critique how educational discourses have directly fed into postfeminist anxieties, exploring three postfeminist panics over girls and girlhood that circulate widely in the international media and popular culture. First it explores how a...