Books in the Rethinking Education series

Brings a fresh approach to Irish educational debates, in which qualified educational specialists engage collaboratively in interdisciplinary reflection on their own teaching and learning. The volume addresses a multiplicity of key issues in Irish education, including teacher formation, curriculum development, teaching and learning methods.

Ensuring quality in and through teaching and learning has become a fundamental global concern. This book brings together a series of background and case study chapters from leading scholars in the field of teacher education internationally. It interrogates how quality cultures can be fostered in the field of education.

Today's learners are faced with an unprecedented set of global and local development challenges, yet so much education on offer is based on yesterday's thinkers, ideas and lessons. This book argues that development education should be embedded into the curriculum, where it has the potential to strengthen democracy and create a more equal society.

Brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to 'harness' this diversity for learners' benefit.

This book critically examines the context, origins, development and implementation of successive primary school curricula in Ireland between 1897 and 1990. It focuses on three particular policy changes during the period: the Revised Programme of Instruction introduced in 1900, the curricular provisions implemented following the achievement of independence in the 1920s and the Primary School Curriculum of 1971. These three eras are distinctive by virtue of their philosophy of education, the content of the curriculum, the methodologies employed and the concept of the child inherent in the curriculum. The author analyses curricular changes within the complex web of wider educational and societal factors that influenced their devising and implementation. In this way, he locates curricular developments within the climate of thought from which these policies emerged. The philosophy and ideology underpinning successive curricula are examined, along with the successes and shortcomings of curriculum implementation in each period. This historical analysis of the evolution of the primary curriculum in Ireland has much to offer researchers and policymakers in the contemporary context, amid ongoing curriculum development.

Uncovers an ancient Irish perspective of learning and reconfigures it to offer a vitality-restoring vision for education in our digital age. This book aims to help re-engage learners of the Net generation meaningfully and with enjoyment in the learning process.

This volume offers stimulating reading about 'rethinking education' in the light of new multimedia tools and platforms and the emergence of social media. It calls for twenty-first-century learners to develop digital, entrepreneurial, collaborative and group work competencies, along with creative and critical thinking.

This book promotes adult education in a university setting as cultivation and the inculcation of culture, democracy, and ethics beyond and through lived experience. It draws on theories from across disciplines, bringing together Aristotelian and post-structuralist thought. This includes Fernando Pessoa's notion of 'erudition' as culture and 'disquiet' as a mode of contemplative living, with Fernand Deligny's 'wanting' as manifestation of life. Liana Psarologaki addresses the pathologies of life and higher education in advanced capitalist societies and creates a manifesto for a new type of university pedagogy.Liana Psarologaki is an architect, artist, educator, and creative scholar based in the UK.