EDUCATION / Educational Policy & Reform / General

This new edition of the milestone book Education, Disability and Social Policy outlines critical debates in education concerning the position and experiences of disabled children and young people within a contemporary policy context.

Bringing concepts from critical transitional justice and critical peacebuilding into dialogue with education, this book examines the challenges faced by youth in the post-conflict settings of Bougainville and Solomon Islands, illustrating the vital importance of education in post-conflict recovery.

Combining critical race and indigenous theories, this collection explores critical racial literacy and anti-racist praxis in Australia's education system. Demystifying 'critical anti-racism praxis,' it advocates for multidisciplinary approaches, offering actionable ideas from educators across a range of disciplines.

This book explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.

Drawing on student experiences and the perspectives of senior leaders, this book challenges orthodox thinking about school exclusion and advocates for a fairer education system for disadvantaged students.

The role that nurseries play in supplementing family care is an important subject – but in the UK, there is currently little consensus about what nurseries should provide, how they should be run, and who should pay for them. In this book, Helen Penn asks: is there a more considered way ahead?

Despite the high aspirations of young people from disadvantaged communities, they face barriers that are frustrating the realisation of their educational ambitions. This book analyses the ‘left-behind’ phenomenon and explains how denied educational equality undermines social cohesion and what we can do about it.

Rooted in an international political economy theoretical framework, this book provides unique insights into the global forces and local responses that are shaping education systems in Central America and the Latin Caribbean (CALC).

This book combines assemblage theory and policy mobilities to inform the study of comparative and international education (CIE), focusing on education policy and how such policy moves are enacted.

Adopting a political economy perspective, Viv Ellis, Lauren Gatti and Warwick Mansell present a unique and international analysis of teacher education policy in the US, England and Norway after the 2008 Global Financial Crisis.