Secondary Schools and Their Effects on Children.

Teaching and learning mathematics is a political act in which children, teachers, parents, and policy makers are made visible as subjects. As they learn about mathematics, children are also learning about themselves – who they are, who they might become. We can choose to listen or not to what children have to say about learning mathematics. Such choices constitute us in relations of power. Mathematical know-how is widely regarded as essential not only to the life chances of individuals, but also to the health of communities and the economic well-being of nations. With the globalisation of education in an increasingly market-oriented world, mathematics has received intensified attention in the first decade of the twenty-first century with a shifting emphasis on utilitarian aspects of mathematics. This is reflected in the reconceptualisation of mathematical competence as mathematical literacy, loosely conceived as those ways of thinking, reasoning and working “mathematically” that allow us to engage effectively in everyday situations, in many occupations, and the cut and thrust of world economies as active, empowered and participatory citizens. It is no surprise then that mathematics has become one of the most politically charged subjects in primary school curricula worldwide. We are experiencing an unprecedented proliferation of regional and national strategies to establish benchmarks, raise standards, enhance achievement, close gaps, and leave no child behind in mathematics education. Industries have sprung up around the design, administration and monitoring of standardised assessment to measure and compare children’s mathematical achievement against identified benchmarks and each other.

'Becoming Subjects' is an interdisciplinary reference for those who are working with or studying young people and sexuality, looking at the educational discourses with which they are commonly associated.

This book argues that the war on terror is a paradigmatic foreign policy that has had profound effects on domestic social order. Cameron develops an original framework which inverts the traditional analysis of foreign policy in order to interpret its impact upon subject formation through everyday practises of security and social regulation.

A multifaceted portrait of the Hiroshima bombing and its many legacies On August 6, 1945, in the waning days of World War II, the United States dropped an atomic bomb on the Japanese city of Hiroshima. The city's destruction stands as a powerful symbol of nuclear annihilation, but it has also shaped how we think about war and peace, the past and the present, and science and ethics. The Age of Hiroshima traces these complex legacies, exploring how the meanings of Hiroshima have reverberated across the decades and around the world. Michael D. Gordin and G. John Ikenberry bring together leading scholars from disciplines ranging from international relations and political theory to cultural history and science and technology studies, who together provide new perspectives on Hiroshima as both a historical event and a cultural phenomenon. As an event, Hiroshima emerges in the flow of decisions and hard choices surrounding the bombing and its aftermath. As a phenomenon, it marked a revolution in science, politics, and the human imagination—the end of one age and the dawn of another. The Age of Hiroshima reveals how the bombing of Hiroshima gave rise to new conceptions of our world and its precarious interconnectedness, and how we continue to live in its dangerous shadow today.

This classic work by one of the most important philosophers and critics of our time charts the genesis and trajectory of the desiring subject from Hegel's formulation in Phenomenology of Spirit to its appropriation by Kojève, Hyppolite, Sartre, Lacan, Deleuze, and Foucault. Judith Butler plots the French reception of Hegel and the successive challenges waged against his metaphysics and view of the subject, all while revealing ambiguities within his position. The result is a sophisticated reconsideration of the post-Hegelian tradition that has predominated in modern French thought, and her study remains a provocative and timely intervention in contemporary debates over the unconscious, the powers of subjection, and the subject.

The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology, the official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association. Volume I consists of 97 articles about strategies for teaching introductory psychology, statistics, research methods, and the history of psychology classes. Divided into four sections (one for each specialty), the book suggests ways to stimulate interest, promote participation, grasp psychological terminology, and master necessary scientific skills.