This work provides a forthright critical discussion aimed at providing salient insights into the quiet and under-realized transactional nature of education, schooling, teaching, student participation, and learning.The work is based upon five major interacting premises regarding the role, nature, and relationship between transactional communication and equity pedagogy, which place opportunities to teach and learn in flux. Throughout this book the topic/issue of transitional communication’s critical role serves as the unifying source regarding the transdisciplinary nature of the information and perspectives presented 90 plus percent of activities which occurs in the classroom involves the social-perception experiences of interpersonal-cultural communication, pre-dispositions and inclinations, regarding power and felt empowerment, and one’s lived positionality experiences.Transactional communicative awareness, critical reflection, and cultural responsiveness enhances equality of opportunities to teach and learn in view of the demands ensured during a course of study or term of study.

As pressures of standardised testing and the focus on English and maths impact on teaching time, how can teachers ensure that the curriculum truly is broad and balanced? How do we ensure that we are educating the whole child? This book provides both an exploration of the current challenges in the curriculum as well as practical guidance on how to tackle them. This book is needed to contextualise the current situation and to inform and inspire today′s teachers to teach across the curriculum.

This report assesses how the United States Commonwealth of Virginia is preparing young people for their working lives through career development. It builds on OECD longitudinal analyses which identify forms of career development that can be most confidently associated with better employment outcomes for young people.

The conditions for strategic health communication campaigns as a public health tool are examined for low-income contexts. The theoretical framework drafts a socioecological model with an extension of poverty influences to bring into focus the dynamics of a resource-poor environment and its impact on health-related behaviours and health campaigns. The research design includes two studies conducted in Sierra Leone. Study 1 triangulated three qualitative methods to explore past and current health communication practice in Sierra Leone. Study 2 is a mixed-methods field experiment on handwashing which explored the effects of different campaign strategies. Results show that a community-based participatory approach with the inclusion of local leaders as health messengers was associated with higher chances of behaviour change than a non-treated setting. Further pathways for context-sensitive approaches for deprived audiences are suggested.

This report explores how school-level career guidance systems can more effectively respond to social inequalities.

Metropedagogy: Power, Justice and the Urban Classroom Joe Kincheloe McGill University and kecia hayes (Eds.) The Graduate Center, City University of New York What might it mean to develop a rigorous, just, and practical urban education? Such a question takes on new importance in the middle of the first decade of the twenty-first century, as urban educators find themselves besieged with test-driven, standardized curricula promoted in the name of fairness, educational excellence, and egalitarianism. Those who promote these standardized curricula fail to account for the unique situations and need.

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.