This book brings together a group of top international scholars who consider Pedagogy of Critique, Revolutionary Pedagogy and Radical Critical Pedagogy as forms of praxis to examine the paradoxical roles of schooling in reproducing and legitimizing large-scale structural inequalities.

Revolution and Pedagogy explores the tensions between and within the processes of revolutionary pedagogical change and continuity. Contributors examine conventional topics such as school policies and curricula, as well as more non-traditional pedagogies such as public celebrations of holidays, participation in international exchange programs, and the incarceration of political activists.

A definitive statement of YPAR as it relates to education with an informative combination of theory and practice, this edited collection addresses both the political challenges and inherent power imbalances of conducting research with young people.

Revolutionary Pedagogies , an innovative edited collection of essays from the cream of the cultural and policy studies crop, examines the theory/practice debate as it has been articulated pedagogically. These essays respond to the need to renegotiate the premise for an ethico-political intervention into the scene of teaching and learning. The contributors--major theorists and distinguished thinkers--seek to answer the question of whether a revolutionary pedagogy is possible as a means of transforming the cultural history of educational practice. They examine this question across disciplines in the areas of deconstruction, postcolonial and cultural studies, feminism, critical pedagogy, psychoanalysis, and educational and curricular theory.

Affordable education. Transparent science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate—if parallel—courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement.

Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content.

This book is a useful guide for educators who seek to better engage students in rich, meaningful learning, outlining a clear set of key concepts and principles for relational pedagogy in school classrooms. Emphasising the complex interpersonal encounters that mediate the social, cultural and political dynamics of the school as a shared space, the authors draw attention to the myriad relationships that constitute the social context of the school and the effects these have on teaching, learning and engagement. The relationships between students and teachers directly affect the experience of education, how learning unfolds and overall educational outcomes. Building on scholarly work and school practices, this book argues that relational pedagogy should be at the centre of teaching and learning in schools, in order to drive positive educational change. It further demonstrates the potential of relational pedagogy in the classroom through vignettes and examples from practice to highlight how these concepts can be applied in teaching and school leadership. Presenting a compelling new framework for relational pedagogy, this book will be of interest to teacher educators, postgraduate students of education, policy and school leaders.

We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being “evidence informed” is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes – reflective practitioners, networks and collaboration, trust -emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools.

Educational technologies are becoming more commonplace across the K-12 curriculum. In particular, the use of innovative digital technology is expanding the potential of arts education, presenting new opportunities—and challenges—to both curricular design and pedagogical practice. Revolutionizing Arts Education in K-12 Classrooms through Technological Integration brings together a variety of perspectives, research, and case studies that emphasize a pedagogical awareness of diverse learning styles, while highlighting issues of ethics and equality across the educational landscape. This timely publication is aimed at K-12 arts educators leading classrooms focusing on dance, drama, media, music, and the visual arts, as well as pre-service teachers, museum and gallery educators, policymakers, and designers of academic curricula.