Richard Edwards

Gert Biesta

Julie Allan

In the light of persistent concerns about the quality and relevance of educational research, nationally and internationally, there is a clear need to complement capacity building activities in the domain of methods and methodologies, with capacity building activities that focus on the roles of theory in educational research. This edited collection focuses on the contextual presence of theory, the practices of doing theory, and refractions on and agendas for theory respectively. This book is explicitly international in its scope and outlook, and aims...

The Theory Question in Education and the Education Question in Theory

Making a Difference in Theory

Lizzie Long Wilson has not come by her sweet southern life in the charming South Carolina Lowcountry without struggle. Now, though, life is idyllic. She has a loving husband, beautiful family and devoted friends. She lives in paradise. What more could she ask for? But when a series of unexpected events threatens to derail her picture-perfect life, she has to face her deepest fears. Will she find the strength to survive? Only her heart knows the answer. The second book in the "Lowcountry Home Series," The Heart Knows It explores the power of family and the resilience of the human spirit. Come meet Lizzie and the sassy, intelligent, strong southern women who support her through thick and thin. You'll be glad you dropped by.

The Heart Knows It

Valerie Harwood

This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the ‘focal points of experience’ for children and young people. Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school.

On the Self: Discourses of Mental Health and Education

Making a Difference in Theory brings together original work from an international group of authors on the roles of theory in educational research and practice. The book discusses the different roles theory plays, can play and should play, both from a historical perspective and in light of contemporary discussions and developments. Particular attention is paid to the question of whether there are or should be distinctively educational forms of theory and theorising. The double engagement with the theory question in education and the education question in theory and theorising provides original insights in what theory does, might do or should do in educational research and practice. With contributions from internationally renowned authors in the field of educational theory, research and practice, the book will be of value to academics, researchers and postgraduate students in education.

The theory question in education and the education question in theory

Psychopathology at School provides a timely response to concerns about the rising numbers of children whose behaviour is recognised and understood as a medicalised condition, rather than simply as poor behaviour caused by other factors. It is the first scholarly analysis of psychopathology which draws on the philosophers Foucault, Deleuze, Guattari and Arendt to examine the processes whereby children’s behaviour is pathologised. The heightened attention to mental disorders is contrasted with education practices in the early and mid-to-late twentieth century, and the emergence of a new conceptualization of childhood is explored. Taking education as a central component to the contemporary experience of growing up, the book charts the ways in which mental disorders have become commonplace in childhood and youth, from birth through to college and university, but also offers examples of where professionals have refused to pathologise children’s behaviour. The book examines the extent of the influence of psychopathology on the lives of children and young people, as well as the practices that infiltrate education and the possibilities for alternative educational responses that negate the diagnosis of mental disorder. Psychopathology at School is a must read for anyone concerned about the growing influence of psychopathology in education and will be of particular interest to educated readers and to scholars, students and professionals in education, psychiatry, psychology, child studies, youth studies, nursing, social work and sociology.

Theorizing mental disorders in education

Psychopathology at School

Gerard Fairtlough

Barbara Heinzen

" . . . I thoroughly endorse the book. . . Fairtlough is an excellent thinker." Napier Collyns "Takes Arie de Geus's thinking forward . . I have no hesitation in recommending it for publication." Gill Ringland "The most important aspect is the potential to legitimise the use of storytelling in a business environment . . and help management think outside the box." Arie de Geus Story-telling is one of the best ways for individuals, groups, organizations and societies to learn. Skill in story-telling and in other narrative activities allows us to understand complexity, live with uncertainty, communicate well and increase personal and organizational effectiveness. As organizations move away from old-fashioned command and control, they will increasingly need the bonds of shared stories, which create shared language, shared visions and shared values.

Using Narratives for Organisational Success

The Power of the Tale

Clara Rübner Jørgensen

A timely contribution to the debate on educational governance and equality, the World Yearbook of Education 2020 documents the significant changes that have occurred in the last 20 years reflecting a widespread shift from government to governance. Considering school context as well as specific school responses around the emergence of particular forms of governance, this book presents and contextualises a clear historical account of governance and accountability within schooling. Organised into three sections covering: Changing contexts of school governance; stakeholders and ‘responsibilisation’; and radical governance, carefully chosen contributors provide global insights from around the world. They consider educational outcomes and closing the inequality gap and they document radical forms of governance, at local level, which have sought to create more equitable governance, intelligent accountability and greater involvement of key stakeholders such as students. Providing a series of provocations and reminders of the possibilities that remain open to us, the World Yearbook of Education 2020 will be of interest to academics, professionals and policymakers in education and school governance, and any scholars who engage in historical studies of education and debates about educational governance and equality.

Julie Allan

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