To learn more about learning – what it is and how it works – it is necessary to look inside education. Inside Education takes the reader on a journey of four ‘live’ education projects: the first all-Irish speaking, mixed-gendered, multi-faith primary school in the Republic of Ireland ideally suited to exploring learning identity; an alternative post-primary school for those who leave (or are left behind by) the formal education system also based in the Republic of Ireland and ideally suited to exploring personal learning; an early college school that enables students to simultaneously sit their high-school diploma and college exams based in Queens, New York and ideally suited to exploring learning success; and an adult education training centre that works with ‘landless’ movement members based in Brazil and ideally suited to exploring learning power. Using a critical ethnography approach, each research narrative naturally unfolds/enfolds to tell a more complete learning story. All those interested in education are primed readers. By (re-)viewing their own learning outlook, they may begin to advance deeper critical ideas and debates in education. They may come to (re-)represent education, reminding public consciousness of its human stories, as well as its curious, intricate and powerful qualities. And they may (re-)discover ‘other’ roads to raise a scholar. Teachers, educational researchers, parents and guardians will be particularly interested readers. ‘Inside Education is a thought-provoking, challenging and revealing journey inside the world of education and learning. Its exploration of school and classroom practices in a range of different settings provides important insights into how we learn ‒ a central aspect of our education system which remains overlooked and understudied. In doing so, it lays down a challenge to policy-makers and educators everywhere to think differently about the way we learn and, ultimately, help students fulfil their real potential.’ -Ca
Sets out to examine five education projects from England, Ireland, North America and South America that each claim to know what ‘good’ learning is and how its cause can best be advanced.
