The Oxford Handbook Of The History Of Education

This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes andapproaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis.Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, takingparticular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have workedwith them.The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informaleducation, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.

Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to key issues in the field, to further the philosophical pursuit of those issues, and to bring philosophy of education back into closer contact with general philosophy. Distinguished philosophers and philosophers of education, most of whom have made important contributions to core areas of philosophy, turn their attention in these 28 essays to a broad range of philosophical questions concerning education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their authors constitute a new wave of general philosophers taking up fundamental philosophical questions about education--the first such cohort of outstanding general philosophers to do so (in English) in a generation.

Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to key issues in the field, to further the philosophical pursuit of those issues, and to bring philosophy of education back into closer contact with general philosophy. Distinguished philosophers and philosophers of education, most of whom have made important contributions to core areas of philosophy, turn their attention in these 28 essays to a broad range of philosophical questions concerning education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their authors constitute a new wave of general philosophers taking up fundamental philosophical questions about education--the first such cohort of outstanding general philosophers to do so (in English) in a generation.

Music education has historically had a tense relationship with social justice. One the one hand, educators concerned with music practices have long preoccupied themselves with ideas of open participation and the potentially transformative capacity that musical interaction fosters. On the other hand, they have often done so while promoting and privileging a particular set of musical practices, traditions, and forms of musical knowledge, which has in turn alienated and even excluded many children from music education opportunities. The Oxford Handbook of Social Justice in Music Education provides a comprehensive overview and scholarly analyses of the major themes and issues relating to social justice in musical and educational practice worldwide. The first section of the handbook conceptualizes social justice while framing its pursuit within broader contexts and concerns. Authors in the succeeding sections of the handbook fill out what social justice entails for music teaching and learning in the home, school, university, and wider community as they grapple with cycles of injustice that might be perpetuated by music pedagogy. The concluding section of the handbook offers specific practical examples of social justice in action through a variety of educational and social projects and pedagogical practices that will inspire and guide those wishing to confront and attempt to ameliorate musical or other inequity and injustice. Consisting of 42 chapters by authors from across the globe, the handbook will be of interest to anyone who wishes to better understand what social justice is and why its pursuit in and through music education matters.

The Handbook of Qualitative Research in American Music Education is a resource for music education researchers, music education graduate students, and P-16 music teachers. Qualitative research has become an increasingly popular research approach in music education in the last 20 years and until now there has been no source that clarifies terms, challenges, and issues in qualitative research for music education. This Handbook provides that clarification and presents model qualitative studies within the various music education disciplines. The first section of the text defines qualitative research, provides a history of qualitative research in music education, clarifies epistemological foundations and theoretical frameworks and addresses quality in qualitative research. The approaches of case study, ethnography, phenomenology, narrative, and practitioner inquiry are addressed in the second section. Part III examines data collection and analysis with regard to observations, interviews, documents and multi-media data. Within the 11 chapters in the fourth part of the book authors provide syntheses of qualitative research within various areas of music education (i.e., early childhood, strings, and teacher education). The final part of the book examines technology, rigor, ethics, and the future of qualitative research.

The Oxford Handbook of Childhood and Education in the Classical World is a comprehensive and forward-thinking study of an expanding subfield in classical studies

Introduction / David K. Yoo and Eiichiro Azuma -- Part I. Migration flows -- Filipinos, Pacific Islanders, and the American empire / Keith L. Camacho -- Towards a hemispheric Asian American history / Jason Oliver Chang -- South Asian America: histories, cultures, politics / Sunaina Maira -- Asians, native Hawaiians, and Pacific Islanders in Hawai'i: people, place, culture / John P. Rosa -- Southeast Asian Americans / Chia Youyee Vang -- East Asian immigrants / K. Scott Wong -- Asian Canadian history / Henry Yu -- Part II. Time passages -- Internment and World War II history / Eiichiro Azuma -- Reconsidering Asian exclusion in the United States / Kornel S. Chang -- The Cold War / Madeline Y. Hsu -- The Asian American movement / Daryl Joji Maeda -- Part III. Variations on themes -- A history of Asian international adoption in the United States / Catherine Ceniza Choy -- Confronting the racial state of violence: how Asian American history can reorient the study of race / Moon-Ho Jung -- Theory and history / Lon Kurashige -- Empire and war in Asian American history / Simeon Man -- Queer Asian American historiography / Amy Sueyoshi -- The study of Asian American families / Xiaojian Zhao -- Part IV. Engaging historical fields -- Asian American economic and labor history / Sucheng Chan -- Asian Americans, politics, and history / Gordon H. Chang -- Asian American intellectual history / Augusto Espiritu -- Asian American religious history / Helen Jin Kim, Timothy Tseng, and David K. Yoo -- Race, space, and place in Asian American urban history / Scott Kurashige -- From Asia to the United States, around the world, and back again: new directions in Asian American immigration history / Erika Lee -- Public history and Asian Americans / Franklin Odo -- Asian American legal history / Greg Robinson -- Asian American education history / Eileen H. Tamura -- Not adding and stirring: women's, gender, and sexuality history and the transformation of Asian America / Adrienne Ann Winans and Judy Tzu-Chun Wu

The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.