Educational strategies & policy

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.

Drawing on students’ experiences of structural racism in the UK higher education institutions, this book offers an informed analysis on the barriers to Black student progression. It documents success stories and provides key recommendations for the sector on how to eliminate discrimination and achieve positive results for Black students.

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.

Explore the transformative power of poetry in higher education for personal and professional development with this guide, featuring practical exercises and case studies for educators and learners.

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.

Drawing on unique new research gathered from three contrasting secondary schools in England, this book explores the aspirations, opportunities and experiences of young people from different social-class backgrounds against a backdrop of continuing inequalities in education.

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.