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Giving with an Agenda

How New Philanthropy Advocates for the Corporate Reform of Education

Marina Avelar

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Inklusion. Exklusion. Künste. Textsammlung zu Ungleichheiten und Normativitäten an Kunsthochschulen

Penser l’inclusion et l’exclusion dans les arts. Recueil sur la normativité et les inégalités dans l’enseignement artistique supérieur

Sophie Vögele, Philippe Saner and Carmen Mörsch

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Radical Imagine-Nation

Public Pedagogy & Praxis


Peter McLaren and Suzanne SooHoo

This collection of essays, poems, and reflections by scholars, public intellectuals, artists, and community activists (as well as those whose work intersects with all of these categories) constitutes a landmark achievement in critical pedagogy and social justice education. Edited by two leaders whose work spans both academic and grassroots communities, Radical Imagine-Nation was conceived during a time of political turmoil both nationally and internationally, a time when freedom and democracy seemed out of reach for millions around the world.

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The World’s Highest-Scoring Students

How Their Nations Led Them to Excellence


Hani Morgan

The World’s Highest-Scoring Students focuses on how various countries transformed their school systems into the world’s leading systems of education. The World’s Highest-Scoring Students covers 8 countries: Finland, Singapore, Japan, South Korea, China, Canada, Estonia, and the United States. The World’s Highest-Scoring Students offers ideas on improving the United States’ school system and includes a plan on how the United States can regain the status it once had as the world’s undisputed leader in education.

In addition to offering a brief historical context for each country, The World’s Highest-Scoring Students describes important aspects that helped these countries achieve stellar results in international testing, such as their teacher preparation programs, cultural attitudes toward education, and teacher recruitment practices. Although this book is similar to previously published books on this topic, The World’s Highest-Scoring Students differs in that it provides detail on the most recent practices various educational systems have used to remain the best performers and the strategies others have implemented to climb to the top.

The World’s Highest-Scoring Students offers a new perspective on this topic in several ways. First, it provides a balanced view of the highest-ranking nations in education, offering the outstanding practices they use to achieve stellar results, but also pointing out the problems they endure. The World’s Highest-Scoring Students also discusses various controversies about international tests, including the limitations of using these tests to evaluate students.

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Competition, Community, and Educational Growth

Contemporary Perspectives on Competitive Speech and Debate

Kristopher Copeland and Garret L. Castleberry

Competition, Community, and Educational Growth: Contemporary Perspectives on Competitive Speech and Debate is an up-to-date text providing informed academic thought concerning the impact of forensics. Its primary focus is to demonstrate how the forensic activity allows students to actively engage and learn outside the classroom. Specifically, Competition, Community, and Educational Growth focuses on how students educationally grow through the activity. The book frames methods and pedagogy as best practices to provide educational growth for students and explicitly connect learning outcomes for students. Coming from the perspective of higher educational instructors, the book provides insight beyond the high school experience. Competition, Community, and Educational Growth examines contemporary perspectives on competitive speech and debate theory, experience, and methods of instruction.

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The Magic Glasses of Critical Thinking

Seeing Through Alternative Fact & Fake News


D. Michael Rivage-Seul

D. Michael Rivage-Seul’s eye-opening new book, The Magic Glasses of Critical Thinking: Seeing Through Alternative Fact & Fake News, invites readers to try out what Baba Dick Gregory calls the "magic glasses" of critical thinking. Gregory’s eyewear suggests ten rules for seeing through the haze created by any culture’s ruling group mind. The criteria urge students to: (1) reflect systemically, (2) select market (as an organizing principle), (3) reject neutrality, (4) suspect ideology, (5) respect history, (6) inspect scientifically, (7) quadra-sect violence, (8) connect with your deepest self, (9) collect conclusions, and (10) detect silences. The Magic Glasses of Critical Thinking then applies those criteria to a broader contemporary context where fascist tendencies reminiscent of the 1930s are unmistakable. Surprising interpretations of familiar Hollywood and documentary films illustrate every point, making this book a fascinating text and discussion starter for critical thinking and composition courses at the secondary and post-secondary levels.

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Claudia Grümpel and Analía Cuadrado Rey

Telecollaboration has been applied in foreign language education for more than two decades. This corpus study on telecollaboration in Third Language Learning has been carried out in institutional (CEFR) and non-institutional settings following the principle of autonomy in the framework of Higher Education implementing online tandems and student recordings in order to analyze discourse patterns. The chapters of this issue are original studies on corpus data of the L3Task project reflecting findings and new research paradigms and instruments that consolidate teaching and research methodology on online tandem practice for third language learning.

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Assessment Cultures

Historical Perspectives


Cristina Alarcón López and Martin Lawn

Large scale assessment influences national and international educational policy debates and reforms. Assessment data is increasingly used as a government instrument. However, within the contemporary realm of the current global testing regime both the cultural and the historical conditions of assessment are often neglected. This volume is therefore devoted to the reconstruction of "assessment cultures" (interpretation patterns, discourses, instruments, practices) and their involved groups of actors. The contributions cover examples of Western European, Eurasian, East Asian, Latin, and North American as well as international settings and refer to epochs ranging from the early modern period up to the current context.

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PAR EntreMundos

A Pedagogy of the Américas


Jennifer Ayala, Julio Cammarota, Margarita I. Berta-Ávila, Melissa Rivera, Louie F. Rodríguez and María Elena Torre

PAR EntreMundos: A Pedagogy of the Américas challenges the standard narratives of "achievement" to think about how Latinx students can experience an education that forges new possibilities of liberation and justice. Growing Latinx student populations have led to concerns about "assimilating" them into mainstream academic frameworks. This book offers an alternative, decolonizing approach that embraces complex Latinx identities and clears a path toward resisting systems of oppression. Educating Latinx students should involve more than just helping them achieve in school but rather having them recognize their agency to transform the larger structure of education to promote justice-oriented practices. The authors offer a framework for such transformation by honoring their theoretical lineages, proposing a set of guiding principles, and sharing stories about collective social action within and outside Latinx communities. PAR EntreMundos: A Pedagogy of the Américas is a practice of liberation and freedom.

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Education for All?

The Legacy of Free Post-Primary Education in Ireland

Judith Harford

This book, commissioned to mark the fiftieth anniversary of the introduction of free post-primary education in Ireland, examines its origins, legacy and impact. The contributions are written by a range of scholars internationally recognized for their expertise in the fields of history of education, sociology of education, education policy and curriculum. Collectively, they theorize both the historical context for the introduction of free education as well as the impact of the initiative on the promotion of equality of opportunity. The book takes a long view, bringing new knowledge to the field by analysing previously unexamined primary sources, drawing on up-to-date research on educational disadvantage and assessing the changing emphases of Irish educational policy over time.