This book offers a relevant sample of the current research on Latin American education in comparative perspective. In their introduction, Torres and Puiggros, two of the most recognized researchers of Latin American education, draw from political sociology of education, theories of the state, history of education, and deconstructionist theories to focus on changes in state formation in the region and its implications for the constitution of the pedagogical subject in public schools. Throughout the different chapters, the contributors present and analyze the most relevant topics, research agendas, and some of the key theoretical and political problems of Latin American education.

Using the literacy and adult education programs in several Latin American countries as prime examples of adult educational reform, Torres examines such issues as why given educational policies are created, how they are constructed, planned, and implemented, what are the implications of such policies.

The traditional Eurocentric view of state formation and the rise of civilization is challenged in this broad-ranging book. Bringing archaeological research into contact with the work of ethno-historians and anthropologists, it generates a discussion of fundamental concepts rather than a search for modern analogies for processes that occurred in the past.

An unanswered question on the making of Pedagogy of the Oppressed is when, where and how this book was written, edited, and published. The Preface of the original Portuguese handwritten manuscript is dated in Chile by 1967. Some scholars imply that the manuscript was finished sometime in March or April 1969. By then, Freire had left Chile and three of his books had been published by the Institute of Research and Training in Agrarian Reform, ICIRA. Freire himself had already committed the English translation, from the original Portuguese manuscript with Herder & Herder in New York, together with the Spanish translation published by Tierra Nueva in Uruguay. This book explores the ways in which Freire’s time and work in Chile proved to be decisive in the making of Pedagogy of the Oppressed, widely considered one of the most important books on critical pedagogy and adult learning and education in the twentieth century. The scope is confined to Paulo Freire's years of political exile in Chile, from late November 1964 to mid-April 1969. It builds upon evidence provided by scholarly research to answer four questions. What did Paulo Freire do during his years of exile in Chile. In which institutional contexts did he develop his pedagogical methods and political ideas? How was his literacy training method and participatory research approach shared throughout Latin America and the rest of the world? To what extent did his exile in Chile influence a paradigm shift in literacy training and adult education?

The third edition of The SAGE Handbook of Action Research presents an updated version of the bestselling text, including new chapters covering emerging areas in healthcare, social work, education and international development, as well as an expanded ‘skills’ section which includes new consultant-relevant materials. Building on the strength of the previous landmark editions, Hilary Bradbury has carefully developed this edition to ensure it follows in their footsteps by mapping the current state of the discipline, as well as looking to the future of the field and exploring the issues at the cutting edge of the action research paradigm today. This volume is an essential resource for scholars and professionals engaged in social and political inquiry, healthcare, international development, new media, organizational research and education.

Service-Learning and Educating in Challenging Contexts explores the potential of service-learning identified as a way to integrate community service with academic study to enrich the on-going professional development of educators, especially in schools that are located in challenging contexts. This collection offers a further refinement of what typically comes under the remit of service-learning, switching the focus from the learning experience of the learner, to the educator and the deep and enriching professional learning opportunities that service-learning can offer. This approach to service-learning promotes collaborative practices amongst professional and in-service educators, and encourages an integration of theory and practice. The international contributors use their own experiences as well as current research to provide a thorough exploration of service-learning from national and international perspectives.