New Disciplinary Perspectives on Education

ISSN: 2297-718X

Educational theory has always been framed within a wider context including philosophy, psychology, sociology and history. In the last ten years, educational discourse has been characterized by the emergence of a more managerialist paradigm and increased emphasis on the delivery of particular educational ‘outcomes’. This has taken place in the context of the huge expansion of tertiary education from the national level, a process in which education has come to be understood as a lucrative global commodity. But alongside these developments, there has also been a resurgence of interest in the educational insights provided by the disciplines of education: for example, renewed emphasis on enquiry-based approaches to learning (Dewey), social constructivist pedagogy (Vygotsky), educational critique (Bourdieu, Freire), new inter-religious pedagogies (Grimmit, Jackson) and fresh perspectives on the ‘spiral’ curriculum (Bruner). Much of this work takes the form of a critique of the instrumentalism of outcome-driven approaches. As the debt-laden student emerges as a political subject, educational discourse has come to represent a particularly contested terrain. The book series New Disciplinary Perspectives on Education seeks to explore how these debates within the resurgence of the disciplines of education relate to wider political and economic conditions, creating new critical understandings and possibilities within educational theory and practice. It welcomes both theoretical and empirical studies, alongside mixed-methods approaches, and publishes disciplinary studies within philosophy, psychology, sociology and history as well as encouraging cross-disciplinary and inter-disciplinary work.

15 publications

History of Schools and Schooling

ISSN: 1085-0678

This series explores the history of schools and schooling in the United States and other countries. The series will examine the historical development of schools and educational processes, with special emphasis on issues of educational policy, curriculum and pedagogy, as well as issues relating to race, class, gender, and ethnicity. Special emphasis will be placed on the lessons to be learned from the past for contemporary educational reform and policy. Although the series will publish books related to education in the broadest societal and cultural context, it especially seeks books on the history of specific schools and on the lives of educational leaders and school founders. This series explores the history of schools and schooling in the United States and other countries. The series will examine the historical development of schools and educational processes, with special emphasis on issues of educational policy, curriculum and pedagogy, as well as issues relating to race, class, gender, and ethnicity. Special emphasis will be placed on the lessons to be learned from the past for contemporary educational reform and policy. Although the series will publish books related to education in the broadest societal and cultural context, it especially seeks books on the history of specific schools and on the lives of educational leaders and school founders. This series explores the history of schools and schooling in the United States and other countries. The series will examine the historical development of schools and educational processes, with special emphasis on issues of educational policy, curriculum and pedagogy, as well as issues relating to race, class, gender, and ethnicity. Special emphasis will be placed on the lessons to be learned from the past for contemporary educational reform and policy. Although the series will publish books related to education in the broadest societal and cultural context, it especially seeks books on the history of specific schools and on the lives of educational leaders and school founders.

73 publications

Petite enfance et éducation / Early childhood and education

8 publications

Adolescent Cultures, School, and Society

"As schools struggle to redefine and restructure themselves, they need to be aware of the new realities of adolescents. This series is committed to depicting the wide variety of adolescent cultures that exist in today’s troubled world. It is primarily a qualitative research, practice, and policy series devoted to contextual interpretation and analysis that encompasses a broad range of interdisciplinary critique. The series addresses such issues as curriculum theory and practice; multicultural education; adolescent literacy; aggression, bullying, and violence; media and the arts; school dropouts; homeless and runaway youth; gangs and other alienated youth; at-risk populations; peers, family structures, and parental involvement; identity formation; race, ethnicity, class, and gender/LGBTQ studies; and overall social, biological, psychological, and spiritual development. "

84 publications

New Approaches in Educational and Social Sciences / Neue Denkansätze in den Bildungs- und Sozialwissenschaften

The series presents a broad spectrum of research results from the field of education, encompassing contributions from Eastern European countries. In addition to educational science, the monographs and anthologies, written in German or English, explore topics from various disciplines such as sociology, philosophy, and political science. Up to volume 38, the series was published under the title "Baltische Studien zur Erziehungs- und Sozialwissenschaft / Baltic Studies in Educational and Social Sciences". Die Schriftenreihe bietet ein breites Themenspektrum von Forschungsergebnissen aus der Pädagogik - unter anderem auch aus osteuropäischen Ländern. Neben erziehungswissenschaftlichen Aspekten fließen auch Themen aus anderen Fachbereichen, unter anderem der Soziologie, Philosophie und Politikwissenschaft, in die auf Deutsch oder Englisch verfassten Monographien und Sammelbände ein. Bis Band 38 erschien die Reihe unter dem Titel "Baltische Studien zur Erziehungs- und Sozialwissenschaft / Baltic Studies in Educational and Social Sciences".

50 publications

Studien zur Pädagogik der Schule

Homepage der Herausgeberin: Prof. Dr. Stephanie Hellekamps Die Reihe “Studien zur Pädagogik der Schule” ist ein anspruchsvolles Forum für die pädagogische Diskussion über Erziehung und Bildung, Lehren und Lernen in unserer Gesellschaft: Mit der Reihe wird für die Schulpädagogik als erziehungswissenschaftliche Disziplin plädiert, die auf die Erfassung, Analyse und Kritik von Prozessen des Erziehens und Unterrichtens in der Institution Schule ausgerichtet ist. Die Reihe berücksichtigt die enge Verflechtung der Theorie der Schule, des Lehrplans und Unterrichts mit der pädagogischen Praxis in der Schule und achtet auf methodologische Offenheit. Damit soll der Vielfalt der Forschungen und Reflexionen zu den schulpädagogischen Zentralbereichen entsprochen und der Anspruch des jungen Menschen auf gelingendes, bildendes Lernen eingelöst werden.

37 publications

New Connections

7 publications

New Comparative Criticism

ISSN: 2235-1809

New Comparative Criticism is dedicated to innovative research in literary and cultural studies. It invites contributions with a comparative, cross-cultural, and interdisciplinary focus, including comparative studies of themes, genres, and periods, and research in the following fields: world literature, environmental humanities, literary and cultural theory, material and visual cultures, speculative fiction, reception studies, cultural history, comparative gender studies and performance studies, diasporas and migration studies, and transmediality. The series is especially interested in research that articulates and examines new developments in comparative literature, in the English-speaking world and beyond. It seeks to advance methodological reflection on comparative literature and aims to encourage critical dialogue between scholars of comparative literature at an international level. Editorial Board: Gillian Beer (University of Cambridge), Helena Buescu (University of Lisbon), Laura Caretti (University of Siena), Djelal Kadir (Penn State University), Timothy Mathews (University College London), Rosa Mucignat (King’s College London), Danielle Sands (Royal Holloway, University of London), Galin Tihanov (Queen Mary, University of London), Marina Warner (Birkbeck, University of London).

18 publications

Education Management

ISSN: 1947-6256

The Education Management: Contexts, Constituents, and Communities (EM:c3) series includes the best scholarship on the varied dynamics of educational leadership, management, and ad-ministration across the educational continuum. In order to disseminate ideas and strate-gies useful for schools, colleges, and the education community, each book investigates critical topics missing from the extant literature and engages one or more theoretical perspectives. This series bridges the gaps between the traditional management research, practical approaches to academic administration, and the fluid nature of organizational realities. Additionally, the EM:c3 series endeavors to provide meaningful guidance on con-tinuing challenges to the effective and efficient management of educational contexts. Volumes in the series foreground important policy/praxis issues, developing professional trends, and the concerns of educational constituencies. The aim is to generate a corpus of scholarship that discusses the unique nature of education in the academic and social spaces of all school types (e.g., public, private, charter, parochial) and university types (e.g., public, private, historically black, tribal institutions, community colleges). The EM:c3 series offers thoughtful research presentations from leading experts in the fields of educational administration, higher education, organizational behavior, pub-lic administration, and related academic concentrations. Contributions represent re-search on the United States as well as other countries by comparison, address issues related to leadership at all levels of the educational system, and are written in a style ac-cessible to scholars, educational practitioners and policymakers throughout the world.

17 publications

Education beyond Borders

The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued. The “Education beyond Borders series“ establishes a forum for theoretical and practical contributions on Education and Sociology. By connecting typical questions on education with new aspects of academic mobility and migration, the series seeks to investigate contemporary global trends and impacts on Didactics and Pedagogy and vice versa. The editor professor Fred Dervin has an exceptional focus on multicultural education. This series will not be continued.

2 publications

Rethinking Education

Rethinking education has never been more important. While there are many examples of good, innovative practice in teaching and learning at all levels, the conventional education mindset has proved largely resistant to pedagogic or systemic change, remaining preoccupied with the delivery of standardised packages in a standardised fashion, relatively unresponsive to the diversity of learners’ experiences and inclinations as well as to the personal perspectives of individual teachers. The challenge of our times in relation to education is to help transform that mindset. This series takes up this challenge. It re-examines perennial major issues in education and opens up new ones. It includes, but is not confined to, pedagogies for transforming the learning experience, any-time-any-place learning, new collaborative technologies, fresh understandings of the roles of teachers, schools and other educational institutions, providing for different learning styles and for students with special needs, and adapting to changing needs in a changing environment.

12 publications