(Hardback)

Focuses on the development of the Labour Party's policy on higher education from 1945 to 2000. The authors explore the historical evolution and Labour's varying policy initiatives in the period, and question the place higher education has occupied in the various strands of Labour ideology.

(Paperback)

(Paperback)

Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children as unreasonable and incomplete in terms of lacking formal and final causes and ends. This title examines the idea that compulsory education is a social good, and that adulthood and childhood should be considered as entirely separate realms.

(Hardback)

A study that critically examines the basis for the belief that compulsory education is a necessary social good. It also addresses whether adulthood should be conceived as an entirely separate realm from childhood.

(Hardback)

Part of "Continuum Studies in Educational Research" series, this book presents an analysis of how children in their first year of high school feel about their schools, its place in their lives, and its role in their futures.

(Paperback, NIPPOD)

Fascinating analysis of how children in their first year of high school feel about their schools, its place in their lives and its role in their futures.

(Hardback)

Introduces an international audience to citizenship in Japan. This book traces the development of citizenship education from before the Second World war, demonstrating the role of both the school system and the wider society. It provides an account anchored in critical analysis of the curriculum, educational resources, pedagogy and assessment.

(Paperback)

A rounded conceptual vision of criticality in higher education for the twenty-first century, demontrating ways forward in theory, research and practice of critical thinking.

(Hardback)

Critical thinking is a major and enduring aspect of higher education and the development of criticality in students has long been a core aim. This book presents a rounded conceptual vision of criticality in higher education for the twenty-first century, demonstrating ways forward in theory, research and practice of critical thinking.

(Paperback, NIPPOD)

A monograph that challenges misconceptions about the relevance of Hegel to educational thought. It illustrates how a philosophical notion of education lies at the heart of Hegelian philosophy and employs it to critique some of the stereotypes and misreadings from which Hegel often suffers.

(Hardback)

A collection of essays, which challenge the misconceptions about the relevance of Hegel to educational thought. It illustrates how a philosophical notion of education lies at the heart of Hegelian philosophy and employs it to critique some of the stereotypes and mis-readings from which Hegel often suffers.

(Paperback, NIPPOD)

Using theory drawn from education, feminist theory, cultural studies and human geography, this work explores the related issues of belonging, learning and community.

(Hardback)

Using theory drawn from Education, Cultural Studies and Human Geography, this work explores the related issues of belonging, learning and community. It draws on a range of research studies conducted with adult learners both nationally and internationally in formal and informal contexts.

(Paperback, NIPPOD)

Explores the lifelong learning of low and middle income families, particularly in Africa and South Africa.

(Hardback)

Explores lifelong learning in the context of development as it is used for low and middle income countries, particularly with reference to Africa and South Asia. This monograph includes references to African Renaissance texts on African philosophies and education traditions, and feminist theories on lifelong learning.

(Hardback)

Presents a fundamental reassessment of citizenship education. Drawing on research, this book argues that attempting to transmit preconceived notions of citizenship through schools is both unviable and undesirable.

(Paperback, NIPPOD)

A unique look at how how citizenship education is embedded within the school curriculum using a combination of philosophical enquiry and empirical research.

(Hardback)

A study that takes as its starting point Nietzsche's view that works of art do not appear 'as if by magic'. Using insights from philosophy and semiotics, it examines the creative processes of many artists, showing how art works often result from processes of construction, deconstruction, and reconstruction that may be long and laborious.

(Paperback, NIPPOD)

A study devoted to creativity in arts education and in particular visual arts, music, and creative writing.

(Paperback)

Explores effective teaching across the curriculum drawing on the experience of art teachers

(Hardback)

Explores effective teaching across the curriculum drawing on the experience of art teachers. Using self-portraiture, autoethnography and autobiography, the author draws together the varied experiences of a group of art teachers to explore issues, including identity, learning environment and the nature of the teacher/learner relationship.