Public education's character is increasingly under assault as privatization of education is advanced. This collection of essays by noted scholars, teacher activists, and teacher's union leaders from around the world fuses insights with background and analysis to make real the goal of quality education for all the world's children.

This book investigates and discusses the phenomenon of internationalization of education policy and its consequences for national policymaking processes. By comparing educational outcomes and actors' reactions in different countries, it provides detailed insights into a highly contested policy field.

This book focuses on the politics of teacher resistance to the formation and implementation of neoliberal education policies in Australia. It argues that policies such as publishing examination test results online amounts to auditing teachers’ work, and assumes incompetence from teachers, which ultimately results in diverting teachers from their true professional responsibilities. The book outlines the rise of transnational networks that promote market-oriented methods of achieving social objectives, such as good education for all students, and considers a range of explanations for why this education policy was strengthened in Australia in 2010. It also reviews a range of arguments about professional unionism, and reflects on the history of the Australian Education Union and its capacity to resist social neoliberalism. The book concludes by reporting on a case-study in which principals, teachers and parents at two ordinary schools in Australia have managed to keep market forces at bay. It will appeal to students and researchers in the fields of education and sociology, particularly those interested in education policy, political ideology, unionism, and schools.

This book can serve as valuable resource for educational practitioners in higher education insofar as it provides them with an enhanced awareness of strategies that are being used to manage problems commonly faced in multiple educational settings.

First published in 1977, Urban Education in the 19th Century is a collection based on the conference papers of the annual 1976 conference for the History of Education Society. The book illustrates a variety of ways of elucidating the connections between education and the city, mainly in nineteenth-century Britain. Essays cover political, geographical, demographic and socio-structural aspects of urbanization. There is an emphasis on comparative studies of urban educational developments and attention is paid to the perceptions of the nineteenth-century city and its problems, especially for child life, as well as to the realities of urban change

The volumes in this set, originally published between 1978 and 1992, draw together research by leading academics in the area of urban education, and provide a rigorous examination of related key issues. The volumes examine teaching, urban schools, community and race issues in education in the US, whilst also exploring the general principles and practices of education in various countries. This set will be of particular interest to students of sociology and urbanization respectively.

The book will focus on the emergence of a racially-divided system of teacher preparation and its dismantling post-apartheid. It will explore the policies and politics of discrepant pathways to teacher preparation within the context of international and comparative trends.

When Mike Burton became the principal of All Saints College in the Eastern Cape province of South Africa, little did he know about the journey on which he was embarking. Very soon after taking up the position, Mike realised that the vision of the founding organisation was becoming irrelevant as education and politics converged, reaching a crisis point in the second half of the 1980s. Mike found himself walking the tightrope between the expectations of the funders on the one hand and those of the students and community on the other. Matters reached a tipping point and Mike had to make a decision. As 'Comrade Mike' he elected that the interests of the students and the community take precedence. Mike chose education AND liberation. Mike Burton's Tightrope is a gripping, personal account that transports the reader back to the liberation struggle of the 1980s and the educational issues that informed policy in the nascent democracy. The book will be of particular interest to those involved in education at the time as well anybody who observed or was engaged during that turbulent period of change.