critical studies in education book

Critical Studies of Education

About this book series, book titles in this series, breastfeeding privatization in public education.

Classroom Mothers in Neoliberal Times and the Patriarchal Mother-Power in School

• Copyright: 2022

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Elders’ Cultural Knowledges and the Question of Black/ African Indigeneity in Education

• George J. Sefa Dei
• Wambui Karanja
• Grace Erger

Unlocking Social Theory with Popular Culture

Remixing Theoretical Influencers

• Naomi Barnes
• Alison Bedford
• Copyright: 2021

Towards Critical Environmental Education

Current and Future Perspectives

• Aristotelis S. Gkiolmas
• Constantine D. Skordoulis
• Copyright: 2020

A Student-centred Sociology of Australian Education

Voices of Experience

• Tiffany Jones

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• Education & Teaching
• Schools & Teaching

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Critical Pedagogy: An Introduction (Critical Studies in Education and Culture Series) 2nd Edition

• ISBN-10 0897895533
• ISBN-13 978-0897895538
• Edition 2nd
• Publisher Praeger
• Publication date April 30, 1999
• Language English
• Dimensions 6 x 0.51 x 9 inches
• Print length 224 pages
• See all details

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• Publisher ‏ : ‎ Praeger; 2nd edition (April 30, 1999)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 224 pages
• ISBN-10 ‏ : ‎ 0897895533
• ISBN-13 ‏ : ‎ 978-0897895538
• Lexile measure ‏ : ‎ 1250L
• Item Weight ‏ : ‎ 12 ounces
• Dimensions ‏ : ‎ 6 x 0.51 x 9 inches
• #62,167 in Education (Books)
• #100,916 in Education Theory (Books)
• #229,630 in Type

About the author

Barry kanpol.

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Understanding Education Studies

DOI link for Understanding Education Studies

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This book explores undergraduate education programmes in a new way. Written by those at the forefront of teaching and learning, it encourages students to delve beneath the surface of their degree subject and reveals important insights about the how, why and where next for education studies.

With contributions from course leaders, tutors, current students and recent graduates, this book offers insights from nearly 60 authors based in 20 different institutions from five different countries. The chapters offer opportunities for readers to consider their own learning experiences in a wider context, enhance their understanding of the degree course and actively shape the education studies community of the future.

Each chapter is written in an accessible way, with ‘questions to consider’ throughout and ‘recommended readings’ at the end to advance readers’ thinking and reflections. Chapters cover topics such as:

• Education Studies’ development as a degree subject
• Its evolving identity, values and purposes
• Teaching and assessment approaches in undergraduate education programmes
• How the subject develops students’ professional aptitudes and transferable skills
• Possibilities for advancing inclusion, equity and justice in education at degree level

These ‘behind the scenes’ factors are brought to the fore through case studies and examples of how lecturers and students make sense of their teaching and learning. With its unique approach to examining these issues, this book is essential for students of Education Studies at undergraduate level while also being relevant for staff and postgraduate students in education.

TABLE OF CONTENTS

Chapter 1 | 3  pages, introduction, part section 1 | 25  pages, positioning education studies, chapter 2 | 8  pages, education studies as an undergraduate university subject, chapter 3 | 6  pages, an international insight into education studies, chapter 4 | 9  pages, exploring the identity of an undergraduate education programme, part section 2 | 72  pages, practices and pedagogies of education studies, chapter 5 | 7  pages, knowing learning matters, chapter 6 | 8  pages, discovering your philosophy of education through digital storytelling, chapter 7 | 9  pages, assessment for transformation, chapter 8 | 10  pages, student achievement and wellbeing, chapter 9 | 7  pages, taking a global perspective, chapter 10 | 9  pages, being ‘international’, chapter 11 | 5  pages, learning about research methods, chapter 12 | 8  pages, education for sustainability, chapter 13 | 7  pages, the role and value of arts-based learning for education studies, part section 3 | 66  pages, challenge and change in education studies, chapter 14 | 7  pages, education and democracy, chapter 15 | 7  pages, the role of social justice theory in education studies, chapter 16 | 9  pages, inclusive curriculum matters, chapter 17 | 9  pages, speaking through silence, chapter 18 | 7  pages, understanding identity and positionality through student–staff interactions on an education studies undergraduate programme, chapter 19 | 9  pages, men and masculinities on undergraduate education studies degrees, chapter 20 | 16  pages, rebalancing power relations in teacher–student co-creation, part section 4 | 31  pages, the personal and professional in education studies, chapter 21 | 8  pages, employability and pedagogies for employability in education studies, chapter 22 | 6  pages, career identity, employability and placements in education studies, chapter 23 | 6  pages, placements as mediational transitions, chapter 24 | 9  pages, more than your degree title.

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BOOK SERIES

Critical studies in educational leadership, management and administration, about the series.

This series brings major theorists from the social and political sciences to critical studies of educational leadership, management and administration. The books provide accessible introductions to key theories combined with explanations of what they offer that will deepen, enliven and enrich studies of schools, further and higher education and adult and community education settings. Topics covered are those which affect the everyday practices of leaders - social justice, media, markets, surveillance, values, communication, entrepreneurialism, risk management and accountability. The series provides theoretical and methodological resources for those who engaged in formal study of educational leadership, management and administration. It also offers alternative approaches to naming, framing and acting for those who are engaged in the practice of educational leadership, management or administration, or who are providing training and policy for practising educational leaders.

• Series Titles

11 Series Titles

Resistance in educational leadership, management, and administration, 1st edition.

Educational Leadership and Antonio Gramsci The Organising of Ideas

Feminist Perspectives on Contemporary Educational Leadership

Educational leadership, management, and administration through actor-network theory.

Educational Leadership Theorising Professional Practice in Neoliberal Times

Theorising Identity and Subjectivity in Educational Leadership Research

Educational leadership and pierre bourdieu, educational leadership and nancy fraser.

Deconstructing Educational Leadership Derrida and Lyotard

Educational Leadership and Hannah Arendt

Educational leadership and michel foucault.

Edited By Amanda Heffernan, Pat Thomson, Jill Blackmore April 30, 2024

This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities. The book makes a significant contribution to debates around ...

Educational Leadership and Antonio Gramsci: The Organising of Ideas

By Howard Stevenson November 17, 2023

This insightful book explores the life and ideas of Italian Marxist theoretician Antonio Gramsci, and argues his work has considerable contemporary relevance when re-considering educational leadership in today’s age of crises. Gramsci’s theory of hegemony has provided an invaluable intellectual ...

By Kay Fuller May 31, 2023

This timely book explores how various feminist perspectives fruitfully explain women’s experience of educational leadership, drawing on a contemporary conceptualisation of fourth-wave feminism that is intersectional and inclusive. The book asks which and whose feminist theory is used to explain ...

By Paolo Landri May 30, 2022

Educational Leadership, Management, and Administration through Actor-Network Theory presents how actor-network theory (ANT) and the related vocabularies have much to offer to a critical re-imagination of the dynamics of management in education and educational leadership. It extends the growing ...

Educational Leadership: Theorising Professional Practice in Neoliberal Times

Edited By Steven Courtney, Ruth McGinity, Helen Gunter March 31, 2021

Educational Leadership brings together innovative perspectives on the crucial role of theory and theorising in educational leadership at a time when the multiple pressures of marketisation, competition and system fragmentation dominate the educational landscape. This original and highly ...

Edited By Richard Niesche, Amanda Heffernan March 18, 2020

Theorising Identity and Subjectivity in Educational Leadership Research brings together a range of international scholars to examine identity and subjectivities in educational leadership in new and original ways. The chapters draw on a variety of approaches in theory and method to demonstrate the ...

By Pat Thomson June 28, 2018

Pierre Bourdieu was one of the most important thinkers of the twentieth century. He argued for, and practiced, rigorous and reflexive scholarship, interrogating the inequities and injustices of modern societies. Through a lifetime’s explication of the ways in which schooling both produces and ...

By Jill Blackmore December 21, 2017

Drawing on the work of Nancy Fraser, this book offers a critical view of contemporary educational leadership and reform discourses, exploring how her key concepts of redistribution, recognition and representation may apply to social and therefore educational justice. Fraser offers a political and ...

Deconstructing Educational Leadership: Derrida and Lyotard

By Richard Niesche June 09, 2015

Jacques Derrida and Jean-François Lyotard constitute two of the most notable figures of poststructuralist thought and philosophy of the postmodern period. Both worked to reveal instabilities and uncertainty, and to destabilise assumptions and self-evident traditions for the purposes of reflection, ...

By Helen M. Gunter June 09, 2015

The relationship between education and democratic development has been a growing theme in debates focussed upon public education, but there has been little work that has directly related educational leadership to wider issues of freedom, politics and practice. Engaging with ELMA through the work of ...

By Donald Gillies June 09, 2015

Drawing from the ideas of Michel Foucault, this book offers a critical examination of today’s dominant discourse of educational leadership. Foucault’s understanding of critique is as a ‘permanent’ ethos in which humans explore the nature of their existence but at the same time query the limits ...

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Encyclopedia of Critical Whiteness Studies in Education

Series:  critical understanding in education , volume: 2.

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Chapter 1 Introduction

Chapter 2 affirmative action, chapter 3 alt-right, chapter 4 american indian boarding schools, chapter 5 american indians and whiteness, chapter 6 antisemitism, chapter 7 arab americans and whiteness, chapter 8 asian americans and whiteness, chapter 9 baldwin, james, chapter 10 basement culture, chapter 11 black americans and whiteness, chapter 12 brokenness, chapter 13 brown v. board of education of topeka, kansas, chapter 14 capitalism and whiteness, chapter 15 caucasian, chapter 16 christianity and whiteness, chapter 17 colorblindness, chapter 18 critical race theory, chapter 19 discourse and whiteness, chapter 20 du bois, w.e.b., chapter 21 early childhood education and whiteness, chapter 22 elementary education and whiteness, chapter 23 ellison, ralph, chapter 24 emotionality and whiteness, chapter 25 essentialism, chapter 26 eugenics, chapter 27 extraordinary rule (three-fifths compromise), chapter 28 false consciousness, chapter 29 feminism and whiteness, chapter 30 first-wave critical white studies, chapter 31 guilt, chapter 32 health disparities, chapter 33 higher-class whites, chapter 34 higher education and whiteness, chapter 35 hip hop, chapter 36 hooks, bell, chapter 37 hyperindividualism, chapter 38 immigration, chapter 39 integration of schools, chapter 40 interest convergence, chapter 41 intersectionality, chapter 42 islamophobia, chapter 43 jewishness and whiteness, chapter 44 jim crow, chapter 45 labor and whiteness, chapter 46 ladson-billings, gloria, chapter 47 latinx peoples and whiteness, chapter 48 lynching, chapter 49 marxism and whiteness, chapter 50 mass incarceration, chapter 51 mcintosh, peggy, chapter 52 microaggressions, chapter 53 minstrelsy, chapter 54 mixed race identity, chapter 55 nationalism, chapter 56 neoliberalism, chapter 57 omi and winant, chapter 58 ontological expansiveness, chapter 59 orientalism, chapter 60 passing, chapter 61 police violence, chapter 62 political correctness, chapter 63 postcolonialism and whiteness, chapter 64 post-racialism, chapter 65 poverty and whiteness, chapter 66 privilege, chapter 67 probationary whiteness, chapter 68 psychoanalysis and whiteness studies, chapter 69 race treason, chapter 70 racial melancholia, chapter 71 racial profiling, chapter 72 reparations, chapter 73 revolutionary consciousness, chapter 74 roediger, david, chapter 75 school choice, chapter 76 school discipline gap, chapter 77 school-to-prison pipeline, chapter 78 scientific racism, chapter 79 second-wave critical white studies, chapter 80 secondary education and whiteness, chapter 81 segregation in schools, chapter 82 settler colonialism, chapter 83 shame, chapter 84 social class and whiteness, chapter 85 social construction, chapter 86 south africa and whiteness, chapter 87 stereotype threat, chapter 88 thandeka, chapter 89 tokenism, chapter 90 trump, donald, chapter 91 wage slaves, chapter 92 white supremacy, chapter 93 whiteness and the law, chapter 94 whiteness as property, chapter 95 whiteness norms, chapter 96 white teacher identity studies, biographical note, review quotes, share link with colleague or librarian, product details.

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• Educational Research E-Books Online, Collection 2020

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COMBINING WEB-BASED INFORMATION LITERACY WITH CRITICAL THINKING CONCEPTS: RECOMMENDATIONS FOR PEDAGOGICAL PROGRAMS OF AZERBAIJAN / VEB ƏSASLI İNFORMASİYA SAVADLILIĞININ TƏNQİDİ DÜŞÜNCƏ KONSEPSİYALARI İLƏ BİRLƏŞDİRİLMƏSİ: AZƏRBAYCAN TƏHSİL PROQRAMLARI ÜÇÜN TÖVSİYƏLƏR

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Critical Discourse Analysis, Critical Discourse Studies and Beyond

• © 2020
• Theresa Catalano 0 ,
• Linda R. Waugh 1

Department of Teaching, Learning and Teacher Education, University of Nebraska-Lincoln, Lincoln, USA

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Departments of French, English, Linguistics, Anthropology; Language, Reading and Culture; and Interdisciplinary Doctoral Program in Second Language Acquisition and Teaching, University of Arizona, Tucson, USA

• Presents a unique synthesis of perspectives, developments, and incorporation of Critical Discourse Analysis into multiple disciplines ?
• Explores the connection of Critical Discourse Analysis to pragmatics
• Clarifies what Critical Discourse Analysis is from a practical viewpoint, through salient examples of what it does, and offers a wealth of suggestions for further reading

Part of the book series: Perspectives in Pragmatics, Philosophy & Psychology (PEPRPHPS, volume 26)

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About this book

This book explores the problem-oriented interdisciplinary research movement comprised of Critical Discourse Analysis (CDA) and Critical Discourse Studies (CDS) for scholars, teachers, and students from many backgrounds. Beginning with a Preface by renowned CDA/CDS scholar Ruth Wodak, it introduces CDA/CDS through examples of what its research looks like, delineates various precursors to CDA/CDS and important foundational concepts and theories, and traces its development from its early years until it became established. After the relationship between CDA and CDS is discussed, seven commonly cited approaches to CDA/CDS are outlined, including their connections and differences, their origins and development, major and associated scholars, research focus(es), and central concepts and distinguishing features.  After a summary of critiques of CDA/CDS and responses by CDA/CDS scholars, the book provides an overview of its salient connections to other interdisciplinary areas of scholarship such as critical applied linguistics, education, anthropology/ ethnography, sociolinguistics, gender studies, queer linguistics, pragmatics and ecolinguistics. The final chapter describes how scholars use their knowledge of CDA/CDS to make a difference in the world.

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Critical Discourse Analysis: Definition, Approaches, Relation to Pragmatics, Critique, and Trends

Introduction to the Volume

Exploring the Non-Discursive: A Three-Layered Approach to Discourse and Its Boundaries

• Cognitive linguistics
• Corpus studies
• Critical discourse analysis
• Media and cultural studies
• Positive discourse analysis

Table of contents (7 chapters)

Front matter, introduction to critical discourse analysis (cda), critical discourse studies (cds), and beyond.

• Theresa Catalano, Linda R. Waugh

Precursors to CDA and Important Foundational Concepts

Symposium in amsterdam, formation of cda, work of the founders, the main approaches to cda/cds, critiques of cda/cds and responses, cda/cds and its interdisciplinary connections, what cda/cds scholars are doing to make a difference in the world, back matter, authors and affiliations.

Theresa Catalano

Linda R. Waugh

About the authors

Theresa Catalano is Associate Professor in Second Language Education/ Applied Linguistics at the University of Nebraska-Lincoln and also serves as coordinator of the dual language endorsement and world language secondary education programs. Her research focuses on education and migration, language teacher education, multimodal critical discourse studies, and cognitive linguistics. She has published across a wide variety of journals including Critical Inquiry in Language Studies, Bilingual Research Journal, Visual Communication, Critical Discourse Studies , Journal of Language and Politics , Social Semiotics , and Discourse & Society . Her second book, Talking about Global Migration (Multilingual Matters, 2016) was nominated for two national book awards.

Linda R. Waugh is Professor Emerita of French, English, Linguistics, Anthropology, and Language, Reading and Culture, and the Interdisciplinary Doctoral Program in Second Language Acquisition andTeaching at the University of Arizona, where she went in 2000 after teaching at Cornell University (starting in 1971).  She has (co-)authored many journal articles and book chapters, in addition to 12 books and monographs. She is finishing a co-edited book ( Cambridge History of Linguistics ) with a co-authored chapter on 20th century linguistics.  She has many research interests, including French linguistics, phonology, semiotics, semantics, pragmatics, and (multimodal critical) discourse analysis/studies.

Bibliographic Information

Book Title : Critical Discourse Analysis, Critical Discourse Studies and Beyond

Authors : Theresa Catalano, Linda R. Waugh

Series Title : Perspectives in Pragmatics, Philosophy & Psychology

DOI : https://doi.org/10.1007/978-3-030-49379-0

Publisher : Springer Cham

eBook Packages : Religion and Philosophy , Philosophy and Religion (R0)

Copyright Information : Springer Nature Switzerland AG 2020

Hardcover ISBN : 978-3-030-49377-6 Published: 29 September 2020

eBook ISBN : 978-3-030-49379-0 Published: 28 September 2020

Series ISSN : 2214-3807

Series E-ISSN : 2214-3815

Edition Number : 1

Number of Pages : XXV, 406

Number of Illustrations : 1 b/w illustrations

Topics : Pragmatics , Philosophy of Language , Applied Linguistics , Sociolinguistics , Language Education

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