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Transforming Literacy Education for Long-Term English Learners: Recognizing Brilliance in the Undervalued (NCTE-Routledge Research Series)
by Maneka Deanna BrooksGrounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.
Transforming Literacy Education for Long-Term English Learners: Recognizing Brilliance in the Undervalued (NCTE-Routledge Research Series)
by Maneka Deanna BrooksGrounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.
Education and Muslim Identity During a Time of Tension: Inside an American Islamic School (Routledge Research in Education)
by Melanie BrooksEducation and Muslim Identity During a Time of Tension explores life inside an Islamic Center and school in present-day America. Melanie Brooks’ work draws on in-depth discussions with community and school leaders, teachers, parents and students to present thoughtful and contemporary perspectives on many issues central to American-Muslim identities. Particularly poignant are the children’s voices, as they discuss their developing identities and how they navigate the choice of being American, Muslim, or both. The book covers topics ranging from establishing the community and the considerations involved, the management of diversity within the community, and approaches to modern opinions on and experiences of gender and extremism in the western world. Based on focus groups, interviews and observations collected over a two-year period, this book serves as a fascinating and informative insight into the culture and experiences of modern American Muslims. This is essential reading for students and researchers interested in education, religion, politics, sociology, and most particularly in contemporary Islamic studies.
Education and Muslim Identity During a Time of Tension: Inside an American Islamic School (Routledge Research in Education)
by Melanie BrooksEducation and Muslim Identity During a Time of Tension explores life inside an Islamic Center and school in present-day America. Melanie Brooks’ work draws on in-depth discussions with community and school leaders, teachers, parents and students to present thoughtful and contemporary perspectives on many issues central to American-Muslim identities. Particularly poignant are the children’s voices, as they discuss their developing identities and how they navigate the choice of being American, Muslim, or both. The book covers topics ranging from establishing the community and the considerations involved, the management of diversity within the community, and approaches to modern opinions on and experiences of gender and extremism in the western world. Based on focus groups, interviews and observations collected over a two-year period, this book serves as a fascinating and informative insight into the culture and experiences of modern American Muslims. This is essential reading for students and researchers interested in education, religion, politics, sociology, and most particularly in contemporary Islamic studies.
Islam, Education, and Freedom: An Uncommon Perspective on Leadership (Educational Leadership: Innovative, Critical and Interdisciplinary Perspectives)
by Melanie C. Brooks Dr Miriam D. EzzaniIslam, Education and Freedom explores six key areas of freedom: identity, acceptance, pedagogy, conflict, trust, and love. Based on a qualitative case study of a progressive Islamic school in Southern California, North Star Academy, the book illustrates through the voices of the participants how each particular freedom was applied in the school. The authors show how the six freedoms were understood, taught, and practiced with the aim of developing courageous and confident American Muslims. It explores the ways the school leaders facilitate and impart each freedom and the influence this has on the development of American Muslim students' identity.The book culminates with a model for freedom in Islamic schooling. It concludes with three key insights: (1) Islamic schooling can facilitate or constrain the way that leaders, teachers, students, and the school community experience freedom; (2) as freedom is a core value of Islam, it should be made central to the conceptualization and practice of Islamic schooling; and, (3) Islamic schooling, when grounded in the six freedoms, can be a pathway to comprehensive school reform and is applicable to Islamic schools. The book includes a Foreword written by Khaula Murtadha, Associate Vice Chancellor for the Office of Community Engagement, Indiana University–Purdue University Indianapolis, USA.
Islam, Education, and Freedom: An Uncommon Perspective on Leadership (Educational Leadership: Innovative, Critical and Interdisciplinary Perspectives)
by Melanie C. Brooks Dr Miriam D. EzzaniIslam, Education and Freedom explores six key areas of freedom: identity, acceptance, pedagogy, conflict, trust, and love. Based on a qualitative case study of a progressive Islamic school in Southern California, North Star Academy, the book illustrates through the voices of the participants how each particular freedom was applied in the school. The authors show how the six freedoms were understood, taught, and practiced with the aim of developing courageous and confident American Muslims. It explores the ways the school leaders facilitate and impart each freedom and the influence this has on the development of American Muslim students' identity.The book culminates with a model for freedom in Islamic schooling. It concludes with three key insights: (1) Islamic schooling can facilitate or constrain the way that leaders, teachers, students, and the school community experience freedom; (2) as freedom is a core value of Islam, it should be made central to the conceptualization and practice of Islamic schooling; and, (3) Islamic schooling, when grounded in the six freedoms, can be a pathway to comprehensive school reform and is applicable to Islamic schools. The book includes a Foreword written by Khaula Murtadha, Associate Vice Chancellor for the Office of Community Engagement, Indiana University–Purdue University Indianapolis, USA.
Friendship and Educational Choice: Peer Influence and Planning for the Future
by R. BrooksFriendship and Educational Choice provides a unique insight into how young people go about making decisions about their educational options and the subtle, yet crucial, influence of friends and peers on these processes. It argues that focusing on both the impact of friends on educational decisions and the reciprocal influences that such decisions may exert on young people's friendships helps us to understand the significance and impact of educational choice in the wider lives of young people.
Transitions from Education to Work: New Perspectives from Europe and Beyond
by R. BrooksBringing together contributions from international scholars, this book explores the changing nature of young people's transitions and challenges assumptions about pathways from education into employment in contemporary society.
Student Mobilities, Migration and the Internationalization of Higher Education
by R. Brooks J. WatersThis book develops a comprehensive understanding of the motivations and experiences of students who choose to study abroad for the whole or part of a degree. It includes case studies of students from East Asia, Europe and the UK, and considers the implications of their movement for contemporary higher education.
Education and Society: Places, Policies, Processes
by Rachel BrooksThis new textbook offers a wide-ranging discussion of the key debates within the sociology of education. Covering everything from policymaking and the curriculum, to class, ethnicity and gender, and the ways that they and other social divisions intersect to produce inequalities, this timely publication provides a much-needed contribution to the study of education’s vital role in contemporary society. With examples drawn from such diverse contexts as Australian pre-schools, Finnish higher education institutions and English further education colleges, the text presents students with an international perspective and encourages them to engage critically with some of the core questions that lie at the heart of the topic: what is the purpose of education? who decides what formal education entails? and what impact does education have on both society and individuals? Rachel Brooks’s extensive knowledge of decades of scholarly work in education and sociology ensures the book is academically rigorous throughout, while the final chapter on emerging educational research means it is fully up to date. The text’s accessible style is ideally suited to all those new to the topic and studying the Sociology of Education for the first time, whether this be from departments of sociology, childhood studies, social policy, or a range of other social science disciplines.
Education and Society: Places, Policies, Processes
by Rachel BrooksThis new textbook offers a wide-ranging discussion of the key debates within the sociology of education. Covering everything from policymaking and the curriculum, to class, ethnicity and gender, and the ways that they and other social divisions intersect to produce inequalities, this timely publication provides a much-needed contribution to the study of education's vital role in contemporary society. With examples drawn from such diverse contexts as Australian pre-schools, Finnish higher education institutions and English further education colleges, the text presents students with an international perspective and encourages them to engage critically with some of the core questions that lie at the heart of the topic: what is the purpose of education? who decides what formal education entails? and what impact does education have on both society and individuals? Rachel Brooks's extensive knowledge of decades of scholarly work in education and sociology ensures the book is academically rigorous throughout, while the final chapter on emerging educational research means it is fully up to date. The text's accessible style is ideally suited to all those new to the topic and studying the sociology of education for the first time, whether this be from departments of sociology, childhood studies, social policy, or a range of other social science disciplines.
Student Politics and Protest: International perspectives (Research into Higher Education)
by Rachel BrooksDespite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people – much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries and addressing questions such as: What roles do students’ unions play in politics today? How successful are students in bringing about change? In what ways are students engaged in politics and protest in contemporary society? How does such engagement differ by national context? Student Politics and Protest: International Perspectives explores a number of common themes, including: the focus and nature of student politics and protest; whether students are engaging in fundamentally new forms of political activity; the characteristics of politically engaged students; the extent to which such activity can be considered to be ‘globalised’; and societal responses to political activity on the part of students. Student Politics and Protest: International Perspectives does not seek to develop a coherent argument across all its chapters but, instead, illustrate the variety of empirical foci, theoretical resources and substantive arguments that are being made in relation to student politics and protest. International in scope, with all chapters dealing with recent developments concerning student politics and protest, this book will be an invaluable guide for Higher Education professionals, masters and postgraduate students in education, sociology, social policy, politics and youth studies.
Student Politics and Protest: International perspectives (Research into Higher Education)
by Rachel BrooksDespite allegations of political disengagement and apathy on the part of the young, the last ten years have witnessed a considerable degree of political activity by young people – much of it led by students or directed at changes to the higher education system. Such activity has been evident across the globe. Nevertheless, to date, no book has brought together contributions from a wide variety of national contexts to explore such trends in a rigorous manner. Student Politics and Protest: International Perspectives offers a unique contribution to the disciplines of education, sociology, social policy, politics and youth studies. It provides the first book-length analysis of student politics within contemporary higher education comprising contributions from a variety of different countries and addressing questions such as: What roles do students’ unions play in politics today? How successful are students in bringing about change? In what ways are students engaged in politics and protest in contemporary society? How does such engagement differ by national context? Student Politics and Protest: International Perspectives explores a number of common themes, including: the focus and nature of student politics and protest; whether students are engaging in fundamentally new forms of political activity; the characteristics of politically engaged students; the extent to which such activity can be considered to be ‘globalised’; and societal responses to political activity on the part of students. Student Politics and Protest: International Perspectives does not seek to develop a coherent argument across all its chapters but, instead, illustrate the variety of empirical foci, theoretical resources and substantive arguments that are being made in relation to student politics and protest. International in scope, with all chapters dealing with recent developments concerning student politics and protest, this book will be an invaluable guide for Higher Education professionals, masters and postgraduate students in education, sociology, social policy, politics and youth studies.
Changing Spaces of Education: New Perspectives on the Nature of Learning
by Rachel Brooks Alison Fuller Johanna WatersIn today’s modern climate, education and learning take place in multiple and diverse spaces. Increasingly, these spaces are both physical and virtual in nature. Access to and use of information and communication technologies, and the emergence of knowledge-based economies necessitate an understanding of the plurality of spaces (such as homes, workplaces, international space and cyberspace) in which learning can take place. The spaces of policy making with respect to education are also being transformed, away from traditional centres of policy formation towards the incorporation of a wider range of actors and sites. These changes coincide with a more general interest in space and spatial theory across the social sciences, where notions of simultaneity and diversity replace more modernist conceptions of linear progress and development through time. This volume proffers a unique perspective on the transformation of education in the 21st century, by bringing together leading researchers in education, sociology and geography to address directly questions of space in relation to education and learning. This collection of essays: examines the changing and diverse spaces and concepts of education (occurring simultaneously at different scales and in different parts of the world) explores where education and learning take place discusses how spaces of education vary at different stages (compulsory schooling, tertiary and higher education, adult education and workplace learning) inspects the ways in which the meanings attached to education and learning change in different national and regional contexts. Changing Spaces of Education is an important and timely contribution to a growing area of concern within the social sciences and amongst practitioners and policy-makers, reflecting an urgent need to understand the ways in which both education and learning are being reconfigured, not just nationally, but also internationally and transnationally. It is essential reading for final-year undergraduates, postgraduates and researchers in geography, sociology, education and policy studies, with an aim, too, of informing policy and practice in this area.
Changing Spaces of Education: New Perspectives on the Nature of Learning
by Rachel Brooks Alison Fuller Johanna WatersIn today’s modern climate, education and learning take place in multiple and diverse spaces. Increasingly, these spaces are both physical and virtual in nature. Access to and use of information and communication technologies, and the emergence of knowledge-based economies necessitate an understanding of the plurality of spaces (such as homes, workplaces, international space and cyberspace) in which learning can take place. The spaces of policy making with respect to education are also being transformed, away from traditional centres of policy formation towards the incorporation of a wider range of actors and sites. These changes coincide with a more general interest in space and spatial theory across the social sciences, where notions of simultaneity and diversity replace more modernist conceptions of linear progress and development through time. This volume proffers a unique perspective on the transformation of education in the 21st century, by bringing together leading researchers in education, sociology and geography to address directly questions of space in relation to education and learning. This collection of essays: examines the changing and diverse spaces and concepts of education (occurring simultaneously at different scales and in different parts of the world) explores where education and learning take place discusses how spaces of education vary at different stages (compulsory schooling, tertiary and higher education, adult education and workplace learning) inspects the ways in which the meanings attached to education and learning change in different national and regional contexts. Changing Spaces of Education is an important and timely contribution to a growing area of concern within the social sciences and amongst practitioners and policy-makers, reflecting an urgent need to understand the ways in which both education and learning are being reconfigured, not just nationally, but also internationally and transnationally. It is essential reading for final-year undergraduates, postgraduates and researchers in geography, sociology, education and policy studies, with an aim, too, of informing policy and practice in this area.
Constructing the Higher Education Student: Perspectives from across Europe
by Rachel Brooks Achala GuptaEPDF and EPUB available Open Access under CC-BY-NC-ND licence. Amid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe’s 35 million students are understood by key social actors across different nations. The various chapters compare and contrast conceptualisations in six nations, held by policymakers, higher education staff, media and students themselves. With an emphasis on students’ lived experiences, the authors provide new perspectives about how students are understood, and the extent to which European higher education is homogenising. They explore various prominent constructions of students – including as citizens, enthusiastic learners, future workers and objects of criticism.
Contemporary Debates in the Sociology of Education
by Rachel Brooks Mark McCormack Kalwant BhopalSome of the most prominent sociologists working in education today have collaborated to address a wide range of empirical and theoretical issues. Adopting an international perspective, this book foregrounds cutting-edge research that highlights both the diversity and complexity of understanding education in society.
Reimagining the Higher Education Student: Constructing and Contesting Identities (Research into Higher Education)
by Rachel Brooks Sarah O'SheaDrawing on the perspectives of scholars and researchers from around the world, this book challenges dominant constructions of higher education students. Given the increasing number and diversity of such students, the book offers a timely discussion of the implicit and sometimes subtle ways that they are characterised or defined. Topics vary from the ways that curriculum designers ‘imagine’ learners, the complex and evolving nature of student identity work, through to newspaper and TV representations of university attendees. Reimagining the Higher Education Student seeks to question the accepted or unquestioned nature of ‘being a student’ and instead foreground the contradictions and ‘messiness’ of such ideation. Offering timely insights into the nature of the student experience and providing an understanding of what students may desire from their Higher Education participation, this book covers a range of issues, including: Impressions versus the reality of being a Higher Education student Portrayals of students in various media including newspapers, TV shows and online Generational perspectives on students, and students as family members It is a valuable resource for academics and students both researching and working in higher education, especially those with a focus on identities, their importance and their constructions.
Reimagining the Higher Education Student: Constructing and Contesting Identities (Research into Higher Education)
by Rachel Brooks Sarah O’SheaDrawing on the perspectives of scholars and researchers from around the world, this book challenges dominant constructions of higher education students. Given the increasing number and diversity of such students, the book offers a timely discussion of the implicit and sometimes subtle ways that they are characterised or defined. Topics vary from the ways that curriculum designers ‘imagine’ learners, the complex and evolving nature of student identity work, through to newspaper and TV representations of university attendees. Reimagining the Higher Education Student seeks to question the accepted or unquestioned nature of ‘being a student’ and instead foreground the contradictions and ‘messiness’ of such ideation. Offering timely insights into the nature of the student experience and providing an understanding of what students may desire from their Higher Education participation, this book covers a range of issues, including: Impressions versus the reality of being a Higher Education student Portrayals of students in various media including newspapers, TV shows and online Generational perspectives on students, and students as family members It is a valuable resource for academics and students both researching and working in higher education, especially those with a focus on identities, their importance and their constructions.
Ethics and Education Research
by Rachel Brooks Kitty Te Riele Professor Meg MaguirePart of the popular BERA/SAGE Research Methods in Education series, this is the first book to specifically focus on the ethics of Education research. Drawn from the authors’ experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples The authors show how to: identify ethical issues which may arise with any research project gain informed consent provide information in the right way to participants present and disseminate findings in line with ethical guidelines All researchers, irrespective of whether they are postgraduate students, practising teachers or seasoned academics, will find this book extremely valuable for its rigorous and critical discussion of theory and its strong practical focus. Rachel Brooks is Professor of Sociology and Head of the Sociology Department at the University of Surrey, UK. Kitty te Riele is Principal Research Fellow in the Victoria Institute for Education, Diversity and Lifelong Learning, at Victoria University in Australia. Meg Maguire is Professor of Sociology of Education at King’s College London.
Ethics and Education Research (PDF)
by Rachel Brooks Kitty Te Riele Professor Meg MaguirePart of the popular BERA/SAGE Research Methods in Education series, this is the first book to specifically focus on the ethics of Education research. Drawn from the authors’ experiences in the UK, Australia and mainland Europe and with contributions from across the globe, this clear and accessible book includes a wide range of examples The authors show how to: identify ethical issues which may arise with any research project gain informed consent provide information in the right way to participants present and disseminate findings in line with ethical guidelines All researchers, irrespective of whether they are postgraduate students, practising teachers or seasoned academics, will find this book extremely valuable for its rigorous and critical discussion of theory and its strong practical focus. Rachel Brooks is Professor of Sociology and Head of the Sociology Department at the University of Surrey, UK. Kitty te Riele is Principal Research Fellow in the Victoria Institute for Education, Diversity and Lifelong Learning, at Victoria University in Australia. Meg Maguire is Professor of Sociology of Education at King’s College London.
Materialities and Mobilities in Education (Foundations and Futures of Education)
by Rachel Brooks Johanna WatersMaterialities and Mobilities in Education develops new arguments about the ways in which educational processes can be analysed. Drawing on a recent interest in mobilities across the social sciences, and a conterminous resurgence in academic accounts of materialities, the book demonstrates how these two ostensibly differing perspectives on education might be fruitfully deployed in tandem. Considering the interaction and convergence of materialities and mobilities, the book highlights the relationship between structural constraints and opportunities and the agency of individuals, providing a unique and essential insight into contemporary education. Examining a range of education spaces from the formal to the informal and the different types of mobility that manifest in relation to education, the book introduces readers to a range of theoretical resources and detailed case studies used to analyse the spatiality of education from across the disciplines of human geography, education and sociology. Drawing on material from across the globe, Materialities and Mobilities in Education is an engaging and relevant text, which will appeal to postgraduate students, researchers and academics interested in the development of education policy and practice.
Materialities and Mobilities in Education (Foundations and Futures of Education)
by Rachel Brooks Johanna WatersMaterialities and Mobilities in Education develops new arguments about the ways in which educational processes can be analysed. Drawing on a recent interest in mobilities across the social sciences, and a conterminous resurgence in academic accounts of materialities, the book demonstrates how these two ostensibly differing perspectives on education might be fruitfully deployed in tandem. Considering the interaction and convergence of materialities and mobilities, the book highlights the relationship between structural constraints and opportunities and the agency of individuals, providing a unique and essential insight into contemporary education. Examining a range of education spaces from the formal to the informal and the different types of mobility that manifest in relation to education, the book introduces readers to a range of theoretical resources and detailed case studies used to analyse the spatiality of education from across the disciplines of human geography, education and sociology. Drawing on material from across the globe, Materialities and Mobilities in Education is an engaging and relevant text, which will appeal to postgraduate students, researchers and academics interested in the development of education policy and practice.
The Trauma and Attachment-Aware Classroom: A Practical Guide to Supporting Children Who Have Encountered Trauma and Adverse Childhood Experiences
by Rebecca BrooksTrauma can have a significant impact on the stability of a child's development and can put additional pressures on the education staff working with them. Showing you how you can best support children who have experienced adverse childhood experiences, this guide is full of practical guidance on how you can adapt your teaching with this group.Covering a range of issues a child may have, such as foetal alcohol spectrum disorder, pathological demand avoidance, attachment difficulties and many more, this book provides the trauma-informed tools you need to care for these children and to give the best possible opportunities from their education. It also addresses the difference children may experience in learning, how they behave, how teachers can ensure home--school cooperation, and how teachers can act in a trauma-informed manner.
Contemporary Debates in Education: An Historical Perspective
by Ron BrooksDid the Thatcher years and their aftermath constitute a revolution or a restoration in education. Do they represent a departure from, or a reinforcement of tradition? Contemporary Debates in Education is a thought-provoking volume which reviews the reforms of the eighties and early nineties, then follow this with an examination of the long-standing issues in education over the last century in order to relate current reforms and changes to their broader historical background, so that those with a general or professional interest in education can better understand the process in which they are involved.