Books in the Routledge Research in Education series

Describes a change initiative in India to enable children with disabilities to move from segregation and exclusion to inclusive education, and draws lessons for confronting global exclusion.

Learning Beyond the School brings together accounts of learning from around the world in organisations, spaces and places that are schooled, but not school.

This book brings together educationalists from around the globe, who share a common interest in nurturing the spiritual lives of children and young people, to explore how approaches to spirituality and education have been shaped by the historical, cultural, religious and political contexts of different geographic regions.

This book brings together leading representatives of activity-theoretically-oriented and socioculturally-oriented research around the world, to discuss creativity as a collective endeavour strongly related to learning to face the societal challenges of our world. As history shows, major accomplishments in arts and technological innovations have allowed us to see the world differently and to identify new learning perspectives for the future which were seldom limited to individual action or isolated activities. This book, while primarily focused on educational insitutions, extends its examination of creativity and learning to include other settings (such as government agencies) beyond the limits of schooling.

This edited collection explores the challenges and innovations in providing education for mobile communities across the world. While obstacles such as negative stereotypes and centuries-old prejudice remain problematic, the book also shows how educational innovations such as online education and mobile schools are bringing mobility and schooling together.

This volume describes supported collaborative inquiry as a framework for teacher professional development. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, as well as the various kinds of support mechanisms necessary to engage in SCTI.

This book explores different perspectives on the role, influence and importance of participants in education research. Drawing on a variety of philosophical, theoretical and methodological approaches, the book examines how researchers relate to and with their participants before, during, and after the collection and/or production of data; reimagining the rights of participants, the role/s of participants, the concept/s of "participant" itself.

This volume gathers experienced scholars from Europe, North and South America, the Middle East, Asia, and Africa to address the challenges and tensions rising from mass migration flows, unbalanced north-south and east-west relations, and the increasing multicultural nature of society. The scope of the book¿s theme is global, addressing diversity and identity, intercultural encounters and conflict, and the interrogations of a new socio-political order or paradigm. It highlights some of the most poignant and challenging outcomes of cultural diversity faced by educators everywhere in today¿s societies.

Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. This title describes supported collaborative inquiry as a framework for teacher professional development.

Explores the challenges and innovations in providing education for mobile communities across the world. While obstacles such as negative stereotypes and centuries-old prejudice remain problematic, this book also shows how educational innovations such as online education and mobile schools are bringing mobility and schooling together.

There is widespread consensus in the international scientific community that climate change is happening and that abrupt and irreversible impacts are already set in motion. This book reviews and reflects upon social learning from and within their fields of educational expertise in response to the concerns over climate change.

Designing for Learning in a Networked World provides answers to the following questions: what skills are required for living in a networked world; how can educators design for learning these skills and what role can and should networked learning play in a networked world? It discusses central theoretical concepts and draws on current debates about competences necessary to thrive in contemporary society. The book presents detailed analyses of skills needed and investigates the question of how one can design for learning in specific empirical cases, ranging in academic level from preschool to university teaching.

The Changing World of Outdoor Learning in Europe sets out to provide a comprehensive analysis of the economical and political changes that have occurred in European outdoor culture in the preceding two decades, from a diverse range of perspectives including institutional, theoretical, national and educational views.

Affect studies are a part of new materialist and post-humanist turns. This volume connects these new theoretical directions within education, and goes on to explore how affect crosses educational subfields, responding to the transdisciplinary interest in thinking through pedagogy, education, and feeling.

Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity.

This book highlights the issues and challenges educators and academics face in implementing a curriculum for Education for Sustainability (EfS) and gives examples of what an EfS curriculum may look like and how some institutions translate the theory into practice.

The aim of this book is to bring together some examples of research being undertaken at a range of levels, from studies of curriculum and assessment tools, to classroom case studies, and investigations into models of teacher professional learning and development.

This edited collection brings together cutting edge, evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individually as learners and teachers). Chapters explore the key issues relating to the topic, such as the policies, curriculum, learning and teaching, and work contexts.

This book focuses on the role of emerging technologies and innovative pedagogies in transforming education in six Gulf countries. It has become increasingly evident in recent years that countries in the Gulf region need to use emerging learning technologies to cater for the needs of learners and to provide maximum flexibility in learning.

This book argues that it is important to understand spirituality as a unifying concept that has the potential to be meaningful in its application to the lives of children and young people in areas of learning and wellbeing. Chapters show why and how spiritual learning should be addressed across the curriculum, with implications for the design of learning programs and environments.

Originally published as a special issue of the Creativity Research Journal, this volume gives a balanced and reflective account of the challenges and opportunities of technology-enabled creative learning in contemporary societies.

This interdisciplinary collection explores the nexus of social justice and sport to consider how sport and physical education can serve as a unique point of commonality in an era of religious, political, economic, and cultural polarity.

This work explores challenges and contradictions which have prevented critical curriculum theory establishing itself as an alternative to dominant Western Eurocentric epistemologies. Re-visiting the work of leading progressive theorists, this text illustrates how counter-dominant narratives have been suppressed by neoliberal dynamics.