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Teachers and Teacher Unions in a Globalised World asks a series of pressing questions of teacher educators, teachers and teacher unions worldwide in this era of global capitalism. As governments around the world support austerity politics in the face of financial meltdowns, social inequalities, terrorist threats, climate catastrophe, wars and mass migrations, the book questions whether practitioners in teaching and teacher education are succumbing to pressures to dismantle their nation-state systems of education. The authors present a clearly argued case in Ireland for teachers and teacher educators organising to realise their moral and social responsibilities of free and fair schooling for all when it is most needed, as well as insisting on policy debates about a free publicly funded school system. At a time when teachers are feeling overwhelmed with workload and frustrated by the visible turning of events away from the historical record, the book emphasises the importance of practitioner research in informing decisions about a strategic and democratic way forward for education around the globe. Teachers and Teacher Unions in a Globalised World will be of great interest to academics and researchers in the field of education, as well as teacher educators, practitioners and policymakers.
In The Future of Our Schools, Lois Weiner explains why teachers who care passionately about teaching and social justice need to unite the energy for teaching to efforts to self-govern and transform teacher unions. Drawing on research, her experience as a public school teacher, and as a union activist, she explains how to create the teachers unions public education desperately needs. Lois Weiner is a professor at New Jersey City University and has been a life-long teacher union activist who has served as an officer of three different union locals. She is the author of The Global Assault on Teaching, Teachers, and their Unions: Stories for Resistanc e .
Increasingly public education’s character is under assault. This collection of essays by noted scholars, teacher activists, and teacher union leaders from around the world fuses personal stories, research, and political analysis, explaining why such profound and damaging changes are being made to schools and teaching, and how teachers, their unions, and supporters of public education can make real the goal of quality education for all the world’s children.
This book provides new evidence on teachers unions and their political activities across nations, and offers a foundation for a comparative politics of education.
The Handbooks in Economics series continues to provide the various branches of economics with handbooks which are definitive reference sources, suitable for use by professional researchers, advanced graduate students, or by those seeking a teaching supplement. With contributions from leading researchers, each Handbook presents an accurate, self-contained survey of the current state of the topic under examination. These surveys summarize the most recent discussions in journals, and elucidate new developments. Although original material is also included, the main aim of this series is the provision of comprehensive and accessible surveys. *Every volume contains contributions from leading researchers *Each Handbook presents an accurate, self-contained survey of a particular topic *The series provides comprehensive and accessible surveys
Public education's character is increasingly under assault as privatization of education is advanced. This collection of essays by noted scholars, teacher activists, and teacher's union leaders from around the world fuses insights with background and analysis to make real the goal of quality education for all the world's children.
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
The renowned and highly experienced editors of this book bring together the leading voices in contemporary English education under the banner of the International Federation for the Teaching of English (IFTE). The collected chapters here represent the very best of international writing on the teaching of English in the past decade. The key issues and debates surrounding English teaching across the globe are discussed and analysed accessibly, and incorporate wide-ranging topics including: • The impact of high stakes testing on teaching and learning; • Addressing the needs of minority groups; • The digitization of literature and new conceptions of text; • Rewriting the canon; • Dealing with curriculum change; • "Best practices" in the teaching of English; • The tension between ‘literacy’ and ‘English’; • English and bilingual education; • The impact of digital technologies on teaching and learning; • Conceptions of English as a subject [secondary and tertiary]; • Bringing the critical into the English/Literacy classroom; • The future of subject English; • Empowering voices on the margins; • Pre-service teacher education; • The social networking English classroom. This text looks at the changing face of subject English from the differing perspectives of policy makers, teacher educators, teachers and their students. It tackles some of the hard questions posed by technological advances in a global society, challenges conventional approaches to teaching and points to the emerging possibilities for a traditional school subject such as English in the face of rapid change and increasing societal expectations. Despite all of the converging political and technological threats, the authors of this engaging and insightful text portray an immense confidence in the ultimate worth of teaching and learning subject English.
This book offers an in‐depth historiographical and comparative analysis of prominent theoretical and methodological debates in the field. Across each of the sections, contributors will draw on specific case studies to illustrate the origins, debates and tensions in the field and overview new trends, directions and developments. Each section includes an introduction that provides an overview of the theme and the overall emphasis within the section. In addition, each section has a concluding chapter that offers a critical and comparative analysis of the national case studies presented. As a Handbook, the emphasis is on deeper consideration of key issues rather than a more superficial and broader sweep. The book offers researchers, postgraduate and higher degree students as well as those teaching in this field a definitive text that identifies and debates key historiographical and methodological issues. The intent is to encourage comparative historiographical perspectives of the nominated issues that overview the main theoretical and methodological debates and to propose new directions for the field.
This new publication sets forward the PISA framework for global competence developed by the OECD, which aligns closely with the definition developed by the Center for Global Education at Asia Society.