The education of royalty in the eighteenth century: George IV and William IV

Faith, Culture and the Dual System. By Bernadette O'Keefe. Pp. xii, 202. London: The Falmer Press, 1986. P.B. £7.50. H.B. £14.95.

Englishness: Politics and Culture 1880–1920. Ed. R. Colls and P. Dodd. Croom Helm, 1986. £25

Ethics and Social Responsibility in Science Education. Edited by M. J. Frazer and A. Kornhauser. Pp x, 264. Index. Oxford: Pergamon Press, for the ICSU Press, 1986. £16.50/525.00 hardcover; £8.50/12.50 flexicover. ISBN 0–08–0339115 hc; ‐0339123 fc. Science and Technology Education and Future Human Needs, Volume 2.

Research and Policy: The Uses of Qualitative Methods in Social and Educational Research. By Janet Finch, pp. xi, 275. London: The Falmer Press, 1986. £9.50 paperback, £16.50 hardback

Education Committees. By G. Cooke and P. Gosden. Pp x, 165, Harlow: Longman Group, 1986. £15.00 plus £1.50 postage and packing.

Learning and a liberal education: The study of Modern History in the Universities of Oxford, Cambridge and Manchester, 1800–1914. By Peter R. H. Slee, pp. x, 181. Manchester: University Press, 1986. £25.

Schools for the shires. The reform of middle‐class education in mid‐Victorian England. By David Ian Allsobrook. Pp. vi, 302. (Manchester: Manchester University Press, 1986. £32.50.

Comenius's Pampaedia. Translated by A. M. O. Dobbie. Pp. 219. Dover: Buckland Publications Ltd., 1987. £25.

Lucy Sprague Mitchell: The Making of a Modern Woman. By Joyce Antler pp. xx, 436. New Haven and London: Yale University Press, 1987. £30.

The theoretical and conceptual bases of instructional design. By Rita Richey. Pp 227. London, Kogan Page and New York: Nicholas Publishing, 1986. No Price given.

The Politics of School Management. By Eric Hoyle. Pp 188. London: Hodder and Stoüghton, 1986. £5.95.

Inside the Secondary Classroom. By Sarah Delmont and Maurice Galton. Pp ix, 292, London: Routledge and Kegan Paul, 1986, £15.95.

Classroom Environment. By Barry J. Fraser. Pp 226. Beckenham, Kent: Croom Helm Ltd., 1986. £17.95     

Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential

This article reports on attempts to initiate multi-point e-conferencing between English teacher education students on school placements, their host teachers and their university tutors. A sociocultural perspective is adopted in analysing the project, using the metaphor of a ‘professional knowledge landscape’ [Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press] to make sense of participants’ experiences. Findings suggest that considerable difficulties exist not just in terms of technical challenges, but also in terms of ethics, values, complexity and communications in schools. A similar project undertaken in Singapore [Sharpe, L., Hu, C., Crawford, L., Gopinathan, S., Khine, M. S., Moo, S. N., et al. (2003). Enhancing multi-point desktop video conferencing (MDVC) with lesson video clips: Recent developments in pre-service teaching practice in Singapore. Teaching and Teacher Education, 19(5), 529–541] is used to highlight the contextual nature of these challenges. The paper concludes that the promotion of new technologies as a key part of current education planning in the UK is questionable with insufficient attention being given to the sociocultural implications of such change. Implications are drawn for universities, schools and for future policy development.     

‘It’s not fair’: policy discourses and students’ understandings of plagiarism in a New Zealand university

Plagiarism is a concept that is difficult to define. Although most higher education institutions have policies aimed at minimising and addressing student plagiarism, little research has examined the ways in which plagiarism is discursively constructed in university policy documents, or the connections and disconnections between institutional and student understandings of plagiarism in higher education. This article reports on a study that explored students’ understandings of plagiarism in relation to institutional plagiarism discourses at a New Zealand university. The qualitative study involved interviews with 21 undergraduate students, and analysis of University plagiarism policy documents. The University policy documents revealed moral and regulatory discourses. In the interviews, students predominantly drew on ethico-legal discourses, which reflected the discourses in the policy documents. However, the students also drew on (un)fairness discourses, confusion discourses, and, to a lesser extent, learning discourses. Notably, learning discourses were absent in the University policy. Our findings revealed tensions between the ways plagiarism was framed in institutional policy documents, and students’ understandings of plagiarism and academic writing. We suggest that, in order to support students’ acquisition of academic writing skills, plagiarism should be framed in relation to ‘learning to write’, rather than as a moral issue.     

Book Reviews

Catherine Cocks. Doing the Town: The Rise of Urban Tourism in the United States, 1850–1915. Berkeley: University of California Press, 2001. 305pp. Anne E. Gorsuch. Youth in Revolutionary Russia: Enthusiasts, Bohemians, Delinquents. Bloomington: Indiana University Press, 2000. 384pp. Lisa A. Kirschenbaum, Small Comrades: Revolutionizing Childhood in Soviet Russia, 1917–1932. New York: RoutledgeFalmer, 2001. 224pp. Lee Congdon. Seeing Red: Hungarian Intellectuals in Exile and the Challenge of Communism. De Kalb: Northern Illinois University Press, 2001. 235pp. Kevin Manton. Socialism and Education in Britain 1883–1902. London: Woburn Press, 2001. 224pp. Nancy Beadie and Kim Tolley (eds.). Chartered Schools: Two Hundred Years of Independent Academies in the United States, 1727–1925. New York: RoutledgeFalmer, 2002. 364pp. Edward J. Cashin. Beloved Bethesda: A History of George Whitefield's Home for Boys, 1740–2000. Macon, GA: Mercer University Press, 2001. 288pp. Keith R. Widder. Battle for the Soul: Métis Children Encounter Evangelical Protestants at Mackinaw Mission, 1823–1837. East Lansing: Michigan State University Press, 1999. 220pp Kenneth M. Gold. School's In: The History of Summer Education in American Public Schools. New York: Peter Lang, 2002. 315 pp. Adrian Jones. Follow the Gleam: A History of Essendon Primary School 1850–2000. Kew: Australian Scholarly Publishing, 2000. Carrie Tirado Bramen. The Uses of Variety: Modern Americanism and the Quest for National Distinctiveness. Cambridge: Harvard University Press, 2000. 380pp. Philip Massolin. Canadian Intellectuals, the Tory Tradition, and the Challenge of Modernity, 1939–1970. Toronto: University of Toronto Press, 2001. 357pp. Jonathan E. Helmreich. Eternal Hope: The Life of Timothy Alden, Jr. New York: Cornwall Books, 2001. 211pp. Carolyn B. Matalene and Katherine C. Reynolds. Carolina Voices: Two Hundred Years of Student Experiences. Columbia: University of South Carolina Press, 2001. 272pp. Theodore J. Crackel. West Point: A Bicentennial History. Lawrence, University Press of Kansas, 2002. 368pp. Paul C. Helmreich. Wheaton College, 1834–1957: A Massachusetts Family Affair. New York: Cornwall Books, 2001. 536pp. Clark Kerr. The Gold and the Blue: A Personal Memoir of the University of California, 1949–1967. Los Angeles: University of California Press, 2001. 585pp. Sidney Gelber. Politics and Public Higher Education in New York State–Stony Brook–A Case History. New York: Peter Lang, 2001. 375pp. Claude J. Summers and Ted‐Larry Pebworth. Literary Circles and Cultural Communities in Renaissance England. Columbia: University of Missouri Press, 2000. 243pp. Brian Pullan with Michele Abendstern. A History of the University of Manchester 1951–73. Manchester: Manchester University Press, 2000. 186pp. George M. Logan. The Indiana University School of Music: A Histoy. Bloomington & Indianapolis: Indiana University Press, 2000. 360pp.     

The promise of recognition and the repercussions of government intervention: the transpedagogical vision of popular educators in Buenos Aires,Argentina

ABSTRACT

This investigation draws from Mouffe’s [2005, On the Political. London: Routledge] theoretical work on the politics of public togetherness, together with Biesta [2011, “The Ignorant Citizen: Mouffe, Rancière, and the Subject of Democratic Education.” Studies in Philosophy and Education 30 (2): 141–153] and Kamat’s [2014, “The new Development Architecture and the Post-political in the Global South.” In The Post-Political and its Discontents: Spaces of Depoliticization, Spectres of Radical Politics, edited by J. Wilson. Edinburgh: Edinburgh University Press] insights on democratic discourses centered on empowerment, inclusion, and participatory democracy, to show how popular education and social change movements in Buenos Aires conceive of partnership building in communities under the impediment of neoliberal governance. It provides an empirical account of former popular educators who together built the first and only school in Latin America to offer educational opportunities for transgender men and women, how they secured government recognition, but eventually how they lost their power within it. In making the shift from a community-based popular school, to one run under the thumb of Argentina’s Ministry of Education, these educators were forced to drop the more radical aspects of their work in favor of a pedagogy aligned with patriarchal, neoliberalist-sanctioned reform.     

What motivates higher education educators to innovate? Exploring competence,autonomy, and relatedness – and connections with wellbeing

ABSTRACT

Background: High quality tertiary teaching is important for maximising the impact of tertiary education for students, employers and society, as well as for institutional reputation and accountability. Varied interpretations exist regarding what counts as ‘innovative’ tertiary teaching.

Purpose: This study sought to explore the deeper drivers of motivations of tertiary educators to initiate and implement teaching innovations.

Method: Drawing from the data from semi-structured interviews from a wider study into innovative teaching in a tertiary education institution in Aotearoa New Zealand, we analysed the rationale of 13 expert tertiary educators for teaching in novel ways. The framework for analysis was based on Self-Determination Theory: data were analysed in relation to three basic psychological needs known to impact on motivation and wellbeing – competence, autonomy and relatedness.

Findings: Our analysis suggests that tertiary educator motivation to innovate in their teaching is related to feelings of all three needs. Findings suggest that innovative pedagogical change was linked to educators’ need for feelings of competence in relation to subject area content, pedagogy and developing student competence. Enhancing autonomy for the educators themselves, or for their students, was also an important factor motivating innovative practice. Developing relatedness between students, between themselves and students, and between students and society were reported as motivations for innovative teaching. Some teaching innovations were motivated by the educator’s desire for greater personal or student wellbeing.

Conclusions Educators’ motivations for being innovative in their tertiary pedagogical practice encompassed content, pedagogical, personal and social dimensions. None reported that their innovation was motivated by institutional policy or expectations. The reported challenges to innovative teaching practice, including institutional structures and processes, lack of access to specific technologies, and the time needed to develop and implement changed practice, indicate that educators must be strongly committed to making change in their practice to sustain the effort required.     

H. A. L. Fisher and the teachers‐further notes

Ways of Understanding and Education. By Louis Arnaud Reid. Pp xiii‐154. (£7.95) London: Heinemann Education Books Ltd., 1986.

Critical Theory and Education. Rex Gibson. 192 pp. London, £6.95, Hodder and Stoughton, 1986.

Inside Schools: Ethnography in Educational Research. By Peter Woods, pp XI, 204. London: Routledge and Kegan Paul, 1986, £8.95 pbk.

Education and Social Class. Edited by Rick Rogers. Pp. viii, 204. Barcombe: Falmer Press, 1986. £14.95 and £7.95 (paper).

Power and the Promise of School Reform: Grass roots movements during the Progressive Era. By William J Reese. Pp. xxx, 342. Boston, London and Henley: Routledge &; Kegan Paul, 1986. £19.95 cloth, £9.95 paper. ISBN 0–7100–9952–5 (cloth), 0–7102–0767–0 (paper).

Schools for the Shires: The reform of middle‐class education in mid‐Victorian England. By D. I. Allsobrook. Pp. vi, 302. Manchester University Press, 1986. £27.50.

In the Company of Educated Women. By Barbara Miller Solomon. Pp. xxi, 298. New Haven and London: Yale University Press, 1986. £10.95.

The Struggle for the American Curriculum (1893–1958). By Herbert M. Kliebard. Pp. xviii, 300. London: Routledge and Kegan Paul, 1986. £19.95.

Teaching Adults. By Alan Rogers. Pp. xxxvi, 197. Milton Keynes; Open University Press, 1986. £5.95.

Learning Strategies. By J. Nisbet and J. Shucksmith. Pp. viii, 104. London: Routledge and Kegan Paul, 1986. £15.95p.

Using Computers in English. A Practical Guide. By Phil Moore. Pp. 183. London: Methuen, 1986. £5.95.

’Special Care’ Provision: The Education of Children with Profound and Multiple Learning Difficulties. By Peter Evans and Jean Ware. Pp. 224. Windsor: NFER‐Nelson, 1986. £13.95.

Disaffection from School. By K. Reid. Pp. 264. London: Methuen, 1986, £18 Hb. £7.95 Pb.

The Conspiracy of the Text. The Place of Narrative in the Development of Thought. By Jeff Adams. Pp. viii, 152. London: Routledge and Kegan Paul, 1986. £14.95.

Autobiography and Education. By Marian Metcalf, Timothy Towers and Peter Abbs. Edited by Trevor Pateman. Pp. 142. University of Sussex: Education Area Occasional Paper No. 13 1986. £3.50     

Student Success and Failure: As a matter of fact or just how they are portrayed?

This paper introduces and analyses three broad discourses of academic achievement and failure, specifically those that speak of students' deficits, disadvantages and differences. It draws on interview data collected from teachers working in Australian primary (elementary) and secondary (high) schools and on academic literature that speaks to the field. The paper argues that 'deficit', 'disadvantage' and 'difference' represent discourses of considerable influence in determining how teachers, students and parents define what constitutes success or failure in schools, which respective approaches educators employ, and the beliefs we hold about students who fail and those who succeed. In this respect, the paper is concerned with matters of inclusion and exclusion in schooling. In particular, we seek to tease out the stories that these discourses tell about student diversity, as a way of unmasking how students are differently represented and how these representations serve to include some and exclude others from the benefits of schooling and society more broadly.     

制度主义理论的新进展及其在教育中的应用

新制度主义是社会学、政治学和经济学中一支活跃的重要理论流派,形成于1970年代后期,在1990年代以后又取得了重要进展。这种新进展在教育领域得到了较充分的显示,学校不再简单地被认为是强制度环境和弱技术环境的组织。制度理论的新进展及其在教育中的应用主要表现为：强调认知和权力在制度化过程中的作用,强调制度与市场的统一,显示了制度研究的多角度和宽范围以及制度变化研究的新思路,在组织同形性和多样性、合法性机制和效率机制之间搭建了互通的桥梁。     

我国高考加分政策演变的制度分析——基于历史制度主义的分析范式

本文力图从历史制度主义的分析范式入手,借鉴历史制度主义的制度作用理论和制度变迁理论分析高考加分政策的制定和演进。结果发现:制度背景在很大程度上决定了高考加分政策的产生;高考加分政策产生后的路径依赖使高考加分政策得以持续存在;而外界重大政治经济原因导致的关键节点促使高考加分政策发生改进。要想完善高考加分政策,必须立足于制度层次而不是简单的政策文本层次。     

Tempered radicals: elementary teachers’ narratives of teaching science within and against prevailing meanings of schooling

Science educators and researchers have bemoaned the lack of reform-based science in elementary schools and focused on teachers’ difficulties (i.e., lack of knowledge, interest, experience) in enacting quality science pedagogy. We present compelling evidence that challenges assumptions about science education reform and draw on a practice theory perspective to examine the stories, commitments and identities of thirteen teachers, whose beliefs and practices aligned with those promoted by science education reform documents. Through ethnographic interviews, we learned about these teachers’ critical science experiences, perceived science teacher identities, and their goals and commitments. Their stories highlight institutional and sociohistorical difficulties of enacting reform-based science, the many biases, contradictions, and unintended consequences prevalent in educational policy and practice today, and emphasize how easily the status quo can get reproduced. These teachers had to work as ‘tempered radicals’, ‘working the system’ to teach in ways that were consistent with reform-based science.     

School district triggers for reconstructing professional knowledge

In a recent publication, Senge (All systems go: the change imperative for whole system reform. Corwin Press, Thousand Oaks, 2010, x) stated ??at no time in history has there been a more powerful need for a new vision of the purpose of education.?? Increasingly citizens, academics and practitioners are calling for radical changes to educational practices to meet the needs of a knowledge-based society in the twenty-first century (Dede in 21st Century skills: rethinking how students learn. Solution Tree Press, Bloomington, 2010; Hargreaves and Shirley in The fourth way: the inspiring future for educational change. Corwin Press, Thousand Oaks, 2009). Accomplishing such substantive educational change requires that individual educators collectively reshape their personal professional knowledge (Connelly and Clandinin in Teachers as curriculum planners: narratives of experiences. OISE Press, Toronto, 1988; Elbaz in Curriculum Inq 11(1):43?C71, 1981) and adapt their personal mental models (Duffy in J Staff Dev 24(1):30?C36, 2003). In 2000, we began a longitudinal study on the role of a school district in facilitating significant educational reform which required adaptations to individual and collective mental models of professional practice. Annually we conducted intensive interviews with a large sample of teachers, school and system administrators in this large Ontario, Canada school district. Recently, we conducted a retrospective analysis of these data collected in order to identify the conditions necessary for a large organization to support knowledge-creation and dissemination. In this paper, we identify three school district actions that triggered individual educators to challenge and reconstruct their professional personal practical mental models of the teaching and learning. First, improved student learning became the central focus of the school district. Second, the school district stressed and created opportunities for educators to collectively engage in professional dialogue about their practice. Third, the school district emphasized the importance of educators individually and collectively using evidence to assess whether their actions improved student learning.     

Conferences past and future

Education and Enquiry. By John Anderson, edited by D. Z. Phillips. Pp. 240. Blackwell, 1980, £21.00 hardback, £5.25 paperback.

Injustice, Inequality and Ethics. By Robin Barrow. Pp. xii, 204. Brighton: Wheatsheaf Books, 1982. £18.95 (cloth) and £4.95 (paper).

Universities, Politicians and Bureaucrats: Europe and the United States. Edited by H. Daalder and E. Shils. Pp. viii, 511. Cambridge: Cambridge University Press, 1982. £37.50.

Conflict and Compromise: Class Formation in English Society 1830–1914, A Comparative Study of Birmingham and Sheffield. By Dennis Smith. Pp. xiv, 333. London: Routledge &; Kegan Paul, 1982. £17.95.

English Education, Social Change and War 1911–20. By Geoffrey Sherington. Pp. xiii, 194. Manchester University Press, 1981. £14.50.

The Sociology of Childhood: Essential Readings. Edited by Chris Jenks. Pp. 290. Batsford Academic Books, 1982. £6.95 paperback.

Hooligans or Rebels? By Stephen Humphries. Pp. viii, 279. Oxford: Basil Blackwell, 1981. £12.50.

A New Case for the Liberal Arts. By D. G. Winter, D. C. McClelland and A. J. Stewart. Pp. xxvii, 247. London: Sage Publications, 1981. £14.75.

Sources for English Local History. By W. B. Stephens. Pp. xvi, 342. Cambridge: University Press, rev. ed., 1981. Hard covers £25.00, paperback £8.95.

Innovation in the Science Curriculum. Ed. by John Olson. Pp. 178. London: Croom‐Helm, 1982. £12.50.

Brightest and Best. By W. P. Gothard. Pp. 270. Driffield: Nafferton, 1982. £10.95.

Verbal Deficit: A Critique. By J. C. B. Gordon. Pp. 181. London: Croom Helm, 1982.

Multi‐lingualism and Mother‐tongue Education. By D. P. Pattanayak. Pp. xvii, 185. Delhi: O.U.P., 1982. £7.95.

Asia: the Winning of Independence. Ed. Robin Jeffrey, London, the Macmillan Press Ltd., 1981, xv, 337     

School readiness and pedagogies of Competence and Performance: theorising the troubled relationship between early years and early years policy

School readiness is currently a strong focus for education policy in England. However, understanding what it means to be ready for school, and how this is reflected in policy and enacted in practice, are sites of contention. This paper explores the genesis of the current disparity in understandings in the context of the English education system. A comparison of discourses reveals how early years is informed by distinctly different discourses which, transformed into practice, require different pedagogical approaches. This disparity is theorised within Bernstein’s Pedagogic Device and Pedagogies of Competence and Performance (Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. London: Rowman and Littlefield.). This provides a theoretical framework which enables articulation of how these discourses are transformed into practice and the resulting pedagogical practices which are shown to be distinctly different. The paper outlines how a politically driven change in discourse has resulted in enforced pedagogical change in early years, and considers whether this is likely to achieve the stated aim of enabling all children to be ready for school. The implications for policy and practice are discussed.     

An Examination of the Influence of Institutional Context on Student Persistence at 4-Year Colleges and Universities: A Multilevel Approach

Using constructs from Bean's (1990) [In: D. Hossler and J. P. Bean (Eds.), The strategic management of college enrollments. San Francisco:Jossey-Bass] student attrition model and the Berger and Milem (2000) [In: J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. XV, pp. 268–338). New York: Agathon Press] college impact model, national survey data, and multilevel modeling techniques, this study examines the extent to which persistence is influenced by the institutional context. The analytic sample is limited to first-time, full-time, degree-seeking undergraduates attending 4-year colleges and universities nationwide. This study finds that selectivity, as measured by the average student academic ability at an institution, has a contextual effect on college student persistence that reflects a positive increment to the chance of persistence that accrues to a student beyond student-level predictors of persistence. Although the implications of the findings are mainly for theory and methods, policy implications are discussed.     

Is the World Bank education policy adequate for fighting poverty? Some evidence from Latin America

This paper focuses on the relationship between the World Bank’s education policy and the recent anti-poverty priorities and strategies that shape the present Bank’s agenda for development. The paper provides a critical assessment of the explicit strategies of the World Bank’s education policies aimed at fighting poverty by identifying the contradictions embedded in anti-poverty discourses and strategies, and relating them to an education policy that generates inequalities and shows little effectiveness in helping people to escape from poverty. This analysis is applied to the situation of Latin American education systems, which have, during the last decade, experienced an important expansion but have also maintained strong inequalities in educational performance and access to post-compulsory education.     

Short notices

Methods of Research in Education. By J. E. Wise, R. B. Norlberg and D. R. Rietz. Pp. viii, 216. Boston: D. G. Heath. London: Harrap, 1967. 28s.

Innovation and Research in Education. By Michael Young. 2nd impression. Pp. viii, 182. London: Routledge &; Kegan Paul, 1967. 12s. 6d. paperback.

A Dictionary of Sociology. Edited by G. Duncan Mitchell. Pp. viii, 224. London: Routledge &; Kegan Paul, 1968. 25s.

Society and Education: A Book of Readings. Edited by R. J. Havighurst, B. L. Neugarten and J. M. Falk. Pp. xiv, 364. Boston: Allyn &; Bacon, 1967. N.P.

Talking and Writing: A Handbook for English Teachers. Edited by James Britton. Pp. xvi, 157. London: Methuen, 1967. 17s. 6d.

Children with Special Needs in the Infants School. By Lesley Webb. Pp. 216. London: Colin Smythe, 1967. 30s.

Primary School Inspection in New Countries. By W. A. Dodd. Pp. ix, 100. Oxford University Press, 1968. 9s. 6d.

Measurement and Evaluation of Learning. By A. J. Lien. Pp. xvi, 220. Dubuque, Iowa: Wm. G. Brown, 1967. $4.95.

Measuring Intelligence of Indian Children. By V. V. Kamat. 4th Edition, pp.xvi, 322. Oxford University Press, 1967. 45s.

Motor Aptitude and Intellectual Performance. By A. H. Ismail and J. J. Gruber. Pp. xvii, 199. Columbus, Ohio: Chas. Merrill Bks., 1968. $4.95.

Supervision in Youth Work. By M. Joan Tash. Pp. 175. London: Council of Social Service, 1967. 12s. 6d.

The Young Worker at College. By Ethel Venables. Pp. 240. London: Faber, 1967. 36s.

A Country Grammar School: A History of Ashby‐de‐la‐Zouch Grammar School through four centuries 1567 to 1967. By Levi Fox. Pp. xvi, 204. Oxford University Press for the Governors of the Foundation, Ashby‐de‐la‐Zouch, 1967. 35s.

Devon Village Schools in the Nineteenth Century. By Roger R. Sellman. Pp. 171. Newton Abbot: David and Charles, 1967. 35s.

George Ticknor and the Boston Brahmins. By David B. Tyack. Pp. x, 289. Harvard University Press. London: Oxford University Press, 1967. 56s.

New Designs for Learning: Highlights of the Reports of the Ontario Curriculum Institute, 1963–1966. Edited by Brian Burnham. Pp. xii, 326. Toronto University Press. London: Oxford University Press, 1967. 48s.

Schools of the Foothills Province: The Story of Public Education in Alberta. By John W. Chalmers. Pp. x, 489. Toronto University Press. London: Oxford University Press, 1967. 605.

King's College, Budo—The First Sixty Tears. By G. P. McGregor. Pp. x, 168. Oxford University Press, 1967. 26s. 6d.

The World Year Book of Education 1967: Educational Planning. Edited by G. F. Bereday and J. A. Lauwerys. Pp. xiv, 442. London: Evans Bros, 1967. 84s.

Directory of Postgraduate Courses and Opportunities 1968. Pp. 420. London: Cornmarket Press, 1968. Paperback 12s 6d. Students 5s.     

The economics of education: Current debates and prospects

The Education of Feeling and Emotion. By Francis Dunlop. Pp. ix and 129. London: George Allen &; Unwin, 1984. HB £9.50; PB £4.25.

Reason and Feeling in the Arts. By David Best. Pp. 200. London: George Allen and Unwin, 1985. £6.95.

Metaphors of Education. By W. Taylor (Editor). Pp. ix, 150. London: Heineman Educational Books Ltd, 1984. £5.95 paperback.

Studies in Religion and Education. By John M. Hull. Pp. vii, 292. London and New York: The Falmer Press, 1984. £12.95 cloth, £6.95 paper.

The Making of a Moonie: Brainwashing or Choice. By Eileen Barker. Pp. ix. 305. Basil Blackwell, 1984. £12.00.

Theory and Practice in Education. By R. F. Dearden, Pp. xiii, 169. London: Routledge and Kegan Paul 1984. £11.95.

Giving Teaching Back to Teachers: A Critical Introduction to Curriculum Theory. By Robin Barrow. Pp. xvi, 301. Brighton: Wheatsheaf, 1984. £20.00 hardback, £8.95 paperback.

Science versus Practice: chemistry in Victorian Britain. By Robert Bud and Gerrylynn K. Roberts. Manchester University Press 1984. £25.00.

Education and Psychology: Plato, Piaget and Scientific Psychology. By Kieran Egan. Pp. xiii, 210. London: Methuen, 1984. £10.50. PB £4.95.

Understanding History of Education. Edited by Robert R. Sherman, Pp. xii, 345. Cambridge, Massachusetts, Shenkman Publishing Company Inc., 1984.     

The challenge of inclusive schooling in Africa: a Ghanaian case study

This paper explores how African learners and educators work with difference and diversity in schooling populations. Using a Ghanaian case study the paper offers lessons on/about how local discourses relating to ‘inclusivity and nation building’, ‘minority’ and ‘difference’ can inform debates about educational change and guide broad policy initiatives in pluralistic settings. While difference is affirmed, in some circles it can be said Ghanaian educators have not necessarily been responsive. It is contended that Ghanaian, and for that matter, African education, since historical times, has been approached in terms of its fundamental contribution to national development. In emphasizing the goal of post‐independence national integration, ‘postcolonial’ education in Africa has denied heterogeneity in local populations as if difference itself was a problem. With this orientation education has undoubtedly helped create and maintain the glaring disparities and inequities; structured along lines of ethnicity, culture, language, religion, gender and class, which persist and grow. By pointing to how local subjects (educators, learners and policy‐makers) link identity, schooling and knowledge production this paper implicates the search for genuine educational options or alternatives for Africa.     

Breaking out of the (anti)bullying ‘box’: NYC educators discuss trans/gender diversity-inclusive policies and curriculum

New York City (NYC) is considered to be one of the world’s most progressive cities and gender and sexuality diversity (GSD)-inclusive education departmental policies appear to reflect these values. However, even within such a context, NYC educators report challenges in their work to meet the needs of trans/gender-diverse students and the visibility of trans/gender diversity more generally within their pre-K – 12 school communities. This paper reports on interview data from 31 school staff members from nine public and independent schools located in the NYC metro region, with a specific focus on their framing of inclusivity and bullying, and reported support of trans/gender-diverse students. Based on educators’ representations of their schools, the nine schooling environments fell into two broad clusters: (1) those framing trans/gender inclusivity as an anti-bullying initiative and working at the minimum policy requirements, and (2) those working beyond bullying discourses and policy frameworks to conceptualise trans/gender inclusivity as integral to the school’s mission and as offering clear whole-community benefit. Findings support the constraints of bullying discourse on even supportive educators’ curricular ‘translation’ of GSD-inclusive policies, reinforcing the need for relevant policy reframing and targeted of professional development opportunities, particularly for school leaders.