[xmca] FW: [sense] Books on science ed, teacher ed, multicultural ed, ed leadership, adult ed, social justice, ed policy

Some new books of possible interest:

From: sense@sensepublishers.com [mailto:sense@sensepublishers.com] On Behalf
Of Peter de Liefde
Sent: Wednesday, November 05, 2008 11:27 AM
To: sense List Member
Subject: [sense] Books on science ed, teacher ed, multicultural ed, ed
leadership, adult ed, social justice, ed policy

Dear Educational Researcher:

Sense Publishers kindly invite you to have a free electronic preview of the
first 2 chapters of the following books:

NOTE: DESK COPIES MAY BE OBTAINED THROUGH edwinbakker@sensepublishers.com
PLEASE MENTION THE NAME OF THE COURSE FOR WHICH YOU CONSIDER TO OBTAIN THE
TEXT AND THE ESTIMATED NUMBER OF STUDENTS AS WELL AS YOUR STREET ADDRESS.

AUTHENTIC SCIENCE REVISITED: In Praise of Diversity, Heterogeneity,
Hybridity
Wolff-Michael Roth, University of Victoria, Michiel van Eijck, Eindhoven
University of Technology,
Giuliano Reis, University of Ottawa and Pei-Ling Hsu, University of Victoria

Since its appearance in 1995, Authentic School Science has been a resource
for many teachers and schools to rethink and change what they are doing in
and with their science classrooms. As others were trying to implement the
kinds of learning environments that we had described, our own thinking and
teaching praxis changed in part because of our dissatisfaction with our own
understanding. Over the years, we have piloted ever-new ways of organizing
science lessons to figure out what works and how both successful and
not-so-successful ways of doing science education should be theorized. In
this period, we developed a commitment to cultural-historical activity
theory, which does not dichotomize individual and collective, social and
material, embodied and cultural forms of knowing, and so on. It turns out
now that the problem does not lie with the level of agreement between school
science and laboratory science but with the levels of control, authority,
mastery, and authorship that students are enabled to exercise. Thus, as this
book shows, even field trips may deprive students of science authenticity on
outdoor activities and even classroom-based science may provide
opportunities for doing science in an authentic manner, that is, with high
levels of control over the learning environment, authority, master, and
authorship. Ultimately, our understanding of authenticity emphasizes its
heterogeneous nature, which we propose to think in terms of a different
ontology, an ontology of difference, which takes mixtures, heterogeneity,
and hybridity as its starting point rather than as poor derivatives of
self-same, pure entities including science, scientific concepts, and
scientific practice. In Authentic Science Revisited, the authors offer a
refreshing new approach to theorizing, thinking, and doing authentic
science.

You can find a free preview at:

paperback
<https://www.sensepublishers.com/product_info.php?products_id=635&osCsid=1a7
a25254c30f7c81b52f872435532ec> authentic science revisited

WOMEN, EDUCATION, AND SCIENCE WITHIN THE ARAB-ISLAMIC SOCIO-CULTURAL HISTORY
Legacies for Social Change
Zakia Belhachmi, University of Montreal, Canada

>From a rationale of multiculturalism and a based on systemic approach
grounded in the Arab-Islamic tradition, this book integrates history,
education, science, and feminism to understand the implications of culture
in social change, cultural identity, and cultural exchange. Dr. Belhachmi's
praxis maintains the relationship between socio-political movements, and
their corollary scientific movements to explain women's role in social
change of the Arab-Islamic world; thus linking the region's past and the
present in a historical continuum. In one masterful move, she immediately
engages into a discovery -journey of the 13 century old Arab-Islamic
socio-cultural and intellectual history; thus exploring the independent
Arab-Islamic Worldview of development, modernism, science, education, and
discusses the corollary socio-political and reform movements that integrated
women in the region's governance over time. Thus, she not only highlights
women's involvement in social change as a recurrent cyclical phenomenon in
the region, but also chronicles the women-led independent 120 years of
Arab-Islamic feminist science. …

You can find a free preview at:

paperback
<https://www.sensepublishers.com/product_info.php?products_id=624&osCsid=1a7
a25254c30f7c81b52f872435532ec> women, education, and science

RADICALIZING EDUCATIONAL LEADERSHIP: Dimensions of Social Justice
Ira Bogotch, Florida Atlantic University, Floyd Beachum, University of
Wisconsin-Milwaukee
Jackie Blount, Iowa State University, Jeffrey S. Brooks and Fenwick English,
Florida State University
Critical commentary by Jonathan Jansen, Stanford University
What you will find inside this provocative text:

It should come as no surprise, as the collection of papers in this book show
that we are up against it. Killing those we despise has become normative in
the political minds of both the powerful and the marginalised. Framing those
who are weakest as the architects of their own disgusting state … it has
become commonsense in all societies, rich and poor…. Any counter-hegemonic
project that seeks to rethink social justice and reframe educational
leadership is, without question, confronting the enormous power of
ordinariness, the commonsense about power, inequality and violence.

JONATHAN JANSEN

You can find a free preview at:

paperback
<https://www.sensepublishers.com/product_info.php?products_id=625&osCsid=1a7
a25254c30f7c81b52f872435532ec> radicalizing educational leadership

CONFRONTING INTOLERANCE: Critical, Responsive Literacy Instruction with
Adult Immigrants
Stephen G. Mogge, Towson University

Confronting Intolerance: Critical, Responsive Literacy Instruction with
Adult Immigrants captures the experience of adult immigrants who are
improving their English literacy while confronting an intolerant political
culture. It examines recent immigration policy and the anti-immigrant
fervor that has gripped the United States and describes the perseverance and
struggles of immigrant students to pursue their goals through literacy
education. The book offers a powerful and vivid example of critical pedagogy
blended with sociocultural perspectives of literacy education in an effort
to raise student consciousness and alter the political culture. …

You can find a free preview at:

paperback
<https://www.sensepublishers.com/product_info.php?products_id=627&osCsid=1a7
a25254c30f7c81b52f872435532ec> confronting intolerance

VOICES FROM THE MARGINS: School Experiences of Refugee, Migrant and
Indigenous Children
Eva Alerby, Luleå University of Technology, Sweden and Jill Brown, Monash
University, Melbourne, Australia (Eds.)

Equitable access to education is fundamental to any concept of social
justice offering as it does the means of escape from social and economic
marginalisation. Despite this, in too many countries around the world
groups of children are systematically denied access to education which will
equip them for meaningful participation in the society in which they live.
Their needs are ignored and their voices are silenced. They are locked into
the position of ‘marginalised other’, the perpetual stranger in society.
This collection of studies by an international group of researchers provides
a place for migrant, refugee and indigenous children to talk about their
school experiences. Refugee children from the Sudan, Afghanistan and
Somalia, indigenous children from Sweden, Australia, New Zealand and
Vietnam, migrant children in Canada, Iceland and Hong Kong, urban and rural
children from Zanzibar all speak out through drawings, small group and
individual discussion. …

You can find a free preview at:

paperback
<https://www.sensepublishers.com/product_info.php?products_id=629&osCsid=1a7
a25254c30f7c81b52f872435532ec> voices from the margins

TOTEMS AND TABOOS: Risk and Relevance in Research on Teachers and Teaching
Jeanne Adèle Kentel, Leeds Metropolitan University, UK and Andrew Short,
Brock University, Canada(Eds.)

Totems and Taboos: Risk and Relevance in Research on Teachers and Teaching,
is a compilation of selected papers from the 2007 Biennial conference of the
International Study Association on Teachers and Teaching (ISATT), held at
Brock University. This volume contains keynote addresses and papers based on
thematic presentations delivered at the conference; namely, critically
investigative items which have been sacred to systems, institutions, and
educational practitioners, in order to inform the theory and practice of
teaching and research. While consideration of the native or aboriginal
historical tradition of Canada was instrumental in developing a theme
dealing with the nature of totems, it was recognized that such a heritage
informs research and practice regardless of national borders. The papers
included in this book reflect global perspectives on the conference theme
and include thinkers from Australia, Brazil, Canada, Denmark, Finland,
Germany, Great Britain, Israel, Slovenia, Turkey, and the United States. In
addition the writings of seasoned academics and well published authors, the
totems of the field so to speak are situated alongside papers from academic
newcomers who have broken the taboo of not speaking in the presence of more
experienced company. …

You can find a free preview at:

paperback
<https://www.sensepublishers.com/product_info.php?products_id=631&osCsid=1a7
a25254c30f7c81b52f872435532ec> totems and taboos

THE PRODUCTION OF EDUCATIONAL KNOWLEDGE IN THE GLOBAL ERA
Julia Resnik (Ed.), Hebrew University of Jerusalem
What impact does globalization have on the production of educational
knowledge, and on the way scholars envisage education systems and education
in general?

Western education systems are being transformed, and their role redefined,
in light of the processes of globalization: education targets are being
reshaped in response to global economic needs; education systems are rated
according to international rankings and education itself has been packaged
into a commodity that can be commercialized worldwide. In addition,
globalization prompts more intimate contact with different types of
societies, cultures and knowledge that defy our “universal” foundations and
research tools. Has educational knowledge developed in a way that enables us
to disentangle the new education configurations? In order to respond to
this question this edited volume addresses four major challenges:

1. to understand the denationalization of education and the need to
re-conceptualize this transformation.

2. to uncover the agents and the tools of educational globalization,
such as the knowledge producers, international organizations and role of
statistics.

3. to explore the implications of the emerging international educational
institutions and international curricula.

4. to understand non-western education and integrating it into western
educational knowledge.

You can find a free preview at:

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<https://www.sensepublishers.com/product_info.php?products_id=633&osCsid=1a7
a25254c30f7c81b52f872435532ec> the production of educational knowledge

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Received on Wed Nov 5 09:59:43 2008