Ian Grosvenor – författare

This book incorporates an international perspective of research related to special education across all phases of education. It draws upon the experience and expertise of recognized researchers and practitioners in special education. As a research handbook for practicing teachers this book provides exemplars of good classroom based research practice addressing a broad range of special needs issues. Methods are presented which can be generalized to situations beyond the case studies immediately presented.

This book incorporates an international perspective of research related to special education across all phases of education. It draws upon the experience and expertise of recognized researchers and practitioners in special education. As a research handbook for practicing teachers this book provides exemplars of good classroom based research practice addressing a broad range of special needs issues. Methods are presented which can be generalized to situations beyond the case studies immediately presented.

‘Wonderfully illuminated by children''s essays, stories, poems, pictures and plans, this ground-breaking book offers a unique snapshot of the perceptions of today''s school pupils’. -French bookstore Lavoisier www.lavoisier.fr

In 2001, The Guardian launched a ground-breaking competition called ‘The School I''d Like’, in which young people were asked to imagine their ideal school. This vibrant and compelling book presents material drawn from that competition, offering a unique snapshot of perceptions of schools by those who matter most - the pupils. In 2011, The Guardian re-launched the competition and this updated 2nd edition reflects upon the next generation of reflections and summarises, through the children’s insightful commentary, what has changed over the intervening decade.

The book is wonderfully illustrated by children''s essays, stories, poems, pictures and plans. Placing their views in the centre of the debate, it provides an evaluation of the democratic processes involved in teaching and learning by:

• identifying consistencies in children''s expressions of how they wish to learn • highlighting particular sites of ''disease'' in the education system today • illustrating how the built environment is experienced by today''s children • posing questions about the reconstruction of teaching and learning for the twenty-first century.

The School I’d Like: Revisited offers a powerful perspective on school reform and is essential reading for all those involved in education and childhood studies, including teachers, advisors, policy-makers, academics, and anyone who believes that children''s voices should not be ignored.

‘Wonderfully illuminated by children''s essays, stories, poems, pictures and plans, this ground-breaking book offers a unique snapshot of the perceptions of today''s school pupils’. -French bookstore Lavoisier www.lavoisier.fr

In 2001, The Guardian launched a ground-breaking competition called ‘The School I''d Like’, in which young people were asked to imagine their ideal school. This vibrant and compelling book presents material drawn from that competition, offering a unique snapshot of perceptions of schools by those who matter most - the pupils. In 2011, The Guardian re-launched the competition and this updated 2nd edition reflects upon the next generation of reflections and summarises, through the children’s insightful commentary, what has changed over the intervening decade.

The book is wonderfully illustrated by children''s essays, stories, poems, pictures and plans. Placing their views in the centre of the debate, it provides an evaluation of the democratic processes involved in teaching and learning by:

• identifying consistencies in children''s expressions of how they wish to learn • highlighting particular sites of ''disease'' in the education system today • illustrating how the built environment is experienced by today''s children • posing questions about the reconstruction of teaching and learning for the twenty-first century.

The School I’d Like: Revisited offers a powerful perspective on school reform and is essential reading for all those involved in education and childhood studies, including teachers, advisors, policy-makers, academics, and anyone who believes that children''s voices should not be ignored.

Popular Education is a concept with many meanings. With the rise of national systems of education at the beginning of the nineteenth-century, it was related to the socially inclusive concept of citizenship coined by privileged members with vested interests in the urban society that could only be achieved by educating the common people, or in other words, the uncontrollable masses that had nothing to lose. In the twentieth-century, Popular Education became another word for initiatives taken by religious and socialist groups for educating working-class adults, and women. However, in the course of the twentieth-century, the meaning of the term shifted towards empowerment and the education of the oppressed. This book explores the several ways in which Popular Education has been theoretically and empirically defined, in several regions of the world, over the last three centuries. It is the result of work by scholars from Europe and the Americas during the 31st session of the International Standing Conference on the History of Education (ISCHE) that was organised at Utrecht University, the Netherlands in August 2009.

This book was originally published as a special issue of Paedagogica Historica.

Popular Education is a concept with many meanings. With the rise of national systems of education at the beginning of the nineteenth-century, it was related to the socially inclusive concept of citizenship coined by privileged members with vested interests in the urban society that could only be achieved by educating the common people, or in other words, the uncontrollable masses that had nothing to lose. In the twentieth-century, Popular Education became another word for initiatives taken by religious and socialist groups for educating working-class adults, and women. However, in the course of the twentieth-century, the meaning of the term shifted towards empowerment and the education of the oppressed. This book explores the several ways in which Popular Education has been theoretically and empirically defined, in several regions of the world, over the last three centuries. It is the result of work by scholars from Europe and the Americas during the 31st session of the International Standing Conference on the History of Education (ISCHE) that was organised at Utrecht University, the Netherlands in August 2009.

This book was originally published as a special issue of Paedagogica Historica.

This book brings together the notions of material school design and educational governance in the first such text to address this critical interrelationship in any depth. In addressing the issue of governance through analysing current and historical material school designs, it looks at the intersection of politics, economics, aesthetics and pedagogical ideas and practices. More specifically, it explores and unfolds educational governance as it is constituted, materialized and transformed in and through material school designs. It does so by studying a range of issues: from the material and aesthetic language of schooling to the design of the built environment, from spatial organization to the furnishing and equipment of classrooms, and from technologies of regulation to the incorporation of tools of learning.