books about quality education

1st Edition

Quality in Education An Implementation Handbook

Description.

Although hundreds of school improvement programs have been launched in the United States over the past quarter century, very few of them have been successful. The author of Quality in Education: An Implementation Handbook, an experienced quality expert who specializes in education, believes that many of these programs could have succeeded had their developers understood and applied the theories and methods of Total Quality Management (TQM). This book explains how to avoid the pitfalls that doomed previous efforts to failure, and apply TQM to build a strong foundation for success. Beginning with the basic concepts and tools, this book is your complete guide as you embark on your quality journey. The handbook explains the importance of making a commitment to change and establishing a shared vision of quality, and discusses tools and techniques for overcoming resistance and developing a quality culture. The book covers new methods you can use to manage change, and includes exercises to help you apply the ideas in your organization. Examples from successful schools demonstrate how Total Quality Management can be applied to every area of education, from classroom management to building maintenance. Quality in Education: An Implementation Handbook teaches you how to make fundamental changes to the way people in your district or school view education and themselves as educators. Using the principles and methods in this book ,you can realize the tremendous benefits of quality - continuous improvement in every educational process.

Table of Contents

Jerry Arcaro

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School's out

A critical take on education and schooling

The 50 great books on education

Professor of Education, University of Derby

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I have often argued that I would not let any teacher into a school unless – as a minimum – they had read, carefully and well, the three great books on education: Plato’s Republic, Rousseau’s Émile and Dewey’s Democracy and Education. There would be no instrumental purpose in this, but the struggle to understand these books and the thinking involved in understanding them would change teachers and ultimately teaching.

These are the three great books because each is sociologically whole. They each present a description and arguments for an education for a particular and better society. You do not have to agree with these authors. Plato’s tripartite education for a just society ruled over by philosopher kings; Rousseau’s education through nature to establish the social contract and Dewey’s relevant, problem-solving democratic education for a democratic society can all be criticised. That is not the point. The point is to understand these great works. They constitute the intellectual background to any informed discussion of education.

What of more modern works? I used to recommend the “blistering indictment” of the flight from traditional liberal education that is Melanie Phillips’s All Must Have Prizes, to be read alongside Tom Bentley’s Learning Beyond the Classroom: Education for a Changing World, which is a defence of a wider view of learning for the “learning age”. These two books defined the debate in the 1990s between traditional education by authoritative teachers and its rejection in favour of a new learning in partnership with students.

Much time and money is spent on teacher training and continuing professional development and much of it is wasted. A cheaper and better way of giving student teachers and in-service teachers an understanding of education would be to get them to read the 50 great works on education.

The books I have identified, with the help of members of the Institute of Ideas’ Education Forum, teachers and colleagues at several universities, constitute an attempt at an education “canon”.

What are “out” of my list are textbooks and guides to classroom practice. What are also “out” are novels and plays. But there are some great literary works that should be read by every teacher: Charles Dicken’s Hard Times – for Gradgrind’s now much-needed celebration of facts; D. H. Lawrence’s The Rainbow – for Ursula Brangwen’s struggle against her early child-centred idealism in the reality of St Philips School; and Alan Bennett’s The History Boys – for Hector’s role as the subversive teacher committed to knowledge.

I hope I have produced a list of books, displayed here in alphabetical order, that are held to be important by today’s teachers. I make no apology for including the book I wrote with Kathryn Ecclestone, The Dangerous Rise of Therapeutic Education because it is an influential critical work that has produced considerable controversy. If you disagree with this, or any other of my choices, please add your alternative “canonical” books on education.

Michael W. Apple – Official Knowledge: Democratic Education in a Conservative Age (1993)

Hannah Arendt – Between Past and Future (1961), for the essay “The Crisis in Education” (1958)

Matthew Arnold – Culture and Anarchy (1867-9)

Robin Barrow – Giving Teaching Back to the Teachers (1984)

Tom Bentley – Learning Beyond The Classroom: Education for a Changing World (1998)

Allan Bloom – The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students (1987)

Pierre Bourdieu and Jean-Claude Passeron – Reproduction in Education, Society and Culture (1977)

Samuel Bowles and Herbert Gintis – Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (1976)

Jerome Bruner – The Process of Education (1960)

John Dewey – Democracy and Education (1916)

Margaret Donaldson – Children’s Minds (1978)

JWB Douglas – The Home and the School (1964)

Kathryn Ecclestone and Dennis Hayes – The Dangerous Rise of Therapeutic Education (2008)

Harold Entwistle – Antonio Gramsci: Conservative Schooling for Radical Politics (1979).

Paulo Freire – Pedagogy of the Oppressed (1968/1970)

Frank Furedi – Wasted: Why Education Isn’t Educating (2009)

Helene Guldberg – Reclaiming Childhood (2009)

ED Hirsch Jnr. – The Schools We Need And Why We Don’t Have Them (1999)

Paul H Hirst – Knowledge and the Curriculum (1974) For the essay which appears as Chapter 3 ‘Liberal Education and the Nature of Knowledge’ (1965)

John Holt – How Children Fail (1964)

Eric Hoyle – The Role of the Teacher (1969)

James Davison Hunter – The Death of Character: Moral Education in an Age without Good or Evil (2000)

Ivan Illich – Deschooling Society (1971)

Nell Keddie (Ed.) – Tinker, Taylor: The Myth of Cultural Deprivation (1973)

John Locke – Some Thoughts Concerning Education (1692)

John Stuart Mill – Autobiography (1873)

Sybil Marshall – An Experiment in Education (1963)

Alexander Sutherland Neil – Summerhill: A Radical Approach to Child Rearing (1960)

John Henry Newman – The Idea of a University (1873)

Michael Oakeshott – The Voice of Liberal Learning (1989) In particular for the essay “Education: The Engagement and Its Frustration” (1972)

Anthony O’ Hear – Education, Society and Human Nature: An Introduction to the Philosophy of Education (1981)

Richard Stanley Peters – Ethics and Education (1966)

Melanie Phillips – All Must Have Prizes (1996)

Plato – The Republic (366BC?)

Plato – Protagoras (390BC?) and Meno (387BC?)

Neil Postman – The End of Education: Redefining the Value of School (1995)

Neil Postman and Charles Weingartner – Teaching as a Subversive Activity (1969)

Herbert Read – Education Through Art (1943)

Carl Rogers – Freedom to Learn: A View of What Education Might Become (1969)

Jean-Jacques Rousseau – Émile or “on education” (1762)

Bertrand Russell – On Education (1926)

Israel Scheffler – The Language of Education (1960)

Brian Simon – Does Education Matter? (1985) Particularly for the paper “Why No Pedagogy in England?” (1981)

JW Tibble (Ed.) – The Study of Education (1966)

Lev Vygotsky – Thought and Language (1934/1962)

Alfred North Whitehead – The Aims of Education and other essays (1929)

Paul E. Willis – Learning to Labour: How Working Class Kids Get Working Class Jobs (1977)

Alison Wolf – Does Education Matter? Myths about Education and Economic Growth (2002)

Michael FD Young (Ed) – Knowledge and Control: New Directions for the Sociology of Education (1971)

Michael FD Young – Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education (2007)

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Quality Education as a Constitutional Right: Creating a Grassroots Movement to Transform Public Schools Paperback – February 15, 2008

• Print length 232 pages
• Language English
• Publisher Beacon Press
• Publication date February 15, 2008
• Dimensions 5.49 x 0.47 x 8.47 inches
• ISBN-10 0807032824
• ISBN-13 978-0807032824
• See all details

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Editorial Reviews

About the author, excerpt. © reprinted by permission. all rights reserved..

From the Introduction by Theresa Perry It is our hope that this book will be used to provoke discussion and debate in local communities and to support organizers in their efforts to find answers to these questions—what constitutes quality educa­tion, and what are the legislative routes towards getting the govern­ment to encode quality education as a protected right? The book begins with an introductory essay by Linda Mizell. We noted that in early days after slavery, African Americans developed a movement to demand that the government protect their right to an education. Mizell provides us with an example of how this occurred in Florida in the early days of emancipation, during Reconstruction, and during the progressive era. According to Mizell, African Ameri­cans saw "education as not simply a civil right or even as a human right, but as a divine right. For them, there was little distinction be­tween political work, social uplift work, and education activ­ism— all of it was God’s work. . . . In a very real sense, every African American organization or institution of the period was an educational one—that is, with rare exception, no matter what the organization’s primary purpose, be it social, political, civic, cultural or fraternal, education was central to its mission and its work.” Mizell’s essay challenges us to bring these understandings to our contemporary organizing efforts. In developing the Algebra Project, Bob envisioned young people as math literacy workers, who, like the SNCC workers of the sixties, would be the shock troops, demanding something of themselves and of the adults working in and making policy for schools and school systems. Charles Payne’s interview of the Baltimore Algebra Project students stands in stark contrast to the popular narrative about young Black youth as a group who don’t value education. The young people talk about their activism, give us details about their campaign for quality education, their sit-ins, mock trial of the state superintendent, and their systematic work with middle school students taking alge­bra. This was and is Bob Moses’s vision for the Algebra Project, the essence of what he learned from Ella Baker. It would be the youth who would lead the way. The essays in part II by Jeannie Oakes, Bob Moses, Ernesto Cortés, and Imani Perry are designed to help us grapple with the following questions: Can the Constitution guarantee quality education? What are the routes that can lead us in that direction? What is the role of organizers in a legal fight? What coalitions are necessary? How can the fight for quality education be waged at the state, city, and federal levels? What new understanding of the law can be employed that will be likely to succeed at this time, when we have the first African Amer­ican president in the White House and a Democratic Congress? How might the thirteenth amendment be used to support congressional legislation to encode into law and guarantee quality education? Part III of this book begins with essays by two exemplary educators, Alicia Carroll, a kindergarten teacher, and Kimberly N. Parker, a high school teacher. These essays, along with essays by Joan T. Wynne and Janice Giles on Bob Moses’s summer math program for high school students, and Lisa Delpit on culturally responsive teaching, should prompt rich conversations and debates about what constitutes quality education. Can we codify a definition of quality? All of the essays in this section are meant to suggest that as we organize to make quality education a constitutionally guaranteed right, we have to be about the business of instantiating excellence in the meantime. The essays pro­vide a starting point for local communities to begin conversations, grounded in practice, about what constitutes quality education. Over the two decades of the school reform movement, foundation money has supported school systems and school reform and policy organiza­tions to discuss, propose, and enact visions of education for Black and Brown communities. It is time for our communities to begin to have these conversations. Tentative and ever-evolving answers to these questions will inform organizing efforts to make quality education a constitutionally guaranteed right. For those of us committed to transforming sharecropper educa­tion to quality education, this is both a complicated and hopeful time. It is complicated because school reform has become a top-down phenomenon. We have seen the increasing disenfranchisement of lo­cal communities in decisions about schools and in discussion about the contents of public education. And as the public sphere has become demonized, so have public schools. Bob Moses has opined that we seem content to move students around and create ways for a few kids to get a better education, rather than trying to transform the system as a whole. It is a hopeful time because there are stirrings of a renewed sense that government must play a role in addressing historic inequities. Youth are organizing, and disenfranchised communities are demand­ing quality education. While there are over forty state lawsuits related to the equalization of education, we have a better understanding of what has to happen, even if the plaintiffs are victorious, for equity to be actualized in schools. President Obama’s victory on a campaign of hope opens imagina­tive possibilities. Imagine if President Obama talked straight to the nation, and specifically to the children and families in urban and ru­ral communities, telling them, “I know I am asking you to pursue excellence in a context of inequities.” What if he said, “I know that in some of your schools you don’t have libraries, auditoriums, gyms, computers. But you still have to work hard and study hard. And I promise you, I will try and make it so that by the end of my second term all children have what they need to achieve in their schools”? What if he said that he was ushering in the next stage of the struggle for quality education? Imagine President Obama convening a work­ing group of educators, youth and adult organizers, legal and edu­cational scholars, charging them with developing an understanding of the resource requirements for an education in the twenty-first century and exploring how to encode these requirements in federal legislation that would make it a right for every child to have access to these resources in his or her school. Or to state it differently, what if he spearheaded the development of legislation that required states to deliver on these requirements with an accompanying authoriza­tion for federal funding to assist local and state governmental units meet their legislative responsibilities? When we heard that the money for school construction was being taken out of the stimulus package, many of us were disappointed. However, the real issue is that there is no federal requirement that the state or localities provide a floor of resources for our schools, urban or rural. We all know that President Obama is the product of a White Amer­ican mother and a Kenyan father, and that he lived and attended pri­vate schools in Indonesia and Hawaii. However, as a young adult, in his search for identity, he chose to identify as African American. He moved to Chicago, where Black means African American, organized on the south side of Chicago in the African American community, married an African American woman, and attended an Afrocentric African American church for close to twenty years. In these environ­ments, he learned and gained facility in the use of Black language and in Black cultural practices, formal and informal, which have been on full display in his speeches and interactions during the campaign and since his election as president. We remember the fist bump that he and his wife, Michelle, shared on stage and his response to the cashier at the restaurant in Washington, D.C, when, after he was asked if he needed change, he said, “We straight.” We recall how in a campaign speech to a largely Black audience, he effectively used words that Spike Lee had attributed to Malcolm in the movie Malcom X . He said, “They’re try­ing to bamboozle you. It’s the same old okey-doke. Y’all know about okey-doke, right?” In speaking about the extravagant lifestyles of bank executives, he excoriated them for living “high on the hog.” In his speeches, he used Black rhetorical style—repetition, rhythm, and actual phrases that are reminiscent of the words of Dr. Martin Luther King Jr.—and the preaching style of Black ministers generally: “They said this day would never come. They said our sights were set too high. They said this country was too divided.” Having located himself inside this tradition, he spoke in a way that had resonance for Black Americans particularly and at the same time spoke to all Americans. Having chosen an African American identity, President Obama will, we hope, also claim his place in the African American tradition of seeing education as a path to freedom and will use the office of president to support these strivings. Now is the time for ordinary people to be heard, to demand that the government at all levels (federal, state, and local) guarantee qual­ity education, and for ordinary people to offer robust descriptions of quality education, ones that can be encoded in law and monitored by appropriate governmental agencies as well as an organized and vigi­lant public.

Product details

• Publisher ‏ : ‎ Beacon Press; 1st edition (February 15, 2008)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 232 pages
• ISBN-10 ‏ : ‎ 0807032824
• ISBN-13 ‏ : ‎ 978-0807032824
• Item Weight ‏ : ‎ 10.4 ounces
• Dimensions ‏ : ‎ 5.49 x 0.47 x 8.47 inches
• #238 in Inclusive Education Methods
• #316 in Education Reform & Policy
• #514 in Philosophy & Social Aspects of Education

About the author

Lisa d. delpit.

MacArthur “genius” award winner Lisa Delpit’s article on “Other People’s Children” for Harvard Magazine in the 1990s was the single most requested reprint in the magazine’s history; Harvard School of Education gave her its award for Outstanding Contribution to Education. She is now the Felton G. Clark Professor of Education at Southern University in Baton Rouge, Louisiana, where she lives.

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6 Books About Education Inequality

We are a reader-supported education publication. When you buy through links on our site, we may earn an affiliate commission to help us keep providing content.

Racial achievement gaps in the U.S. are narrowing. However, the journey to total equality is slow and progress is unsteady. In fact, the standardized test scores between white and black students still amount to roughly two years of education. This disparity represents major gaps in educational opportunity and calls on educators, administrators and the education system as a whole to make a change. If you want to learn more about education inequality and what you can do to create equal opportunities for all of your students, add the following books about education inequality to your list of must-reads. 

1. Teaching in the Flat World

Is high-stakes testing really the best way to assess students’ education and skills? This evaluation method is common within the U.S. However, it often leaves certain students behind. In Teaching in the Flat World, authors Linda Darling-Hammond and Robert Rothman appeal to the American education system to draw inspiration from other countries in which students receive more chances to succeed academically. 

This book delves deep into the systems for preparing, developing and supporting teachers in countries like Singapore and Finland. Then, it gives teachers actionable ways to emulate these systems so that students of all backgrounds and abilities have equal opportunities for success. 

2. Education Inequality: Closing the Gap

What might happen if, instead of researching the disadvantaged, the public focused its attention on what raises attainment among minorities, immigrants and low-income households? Author Feysia Demie envisions this alternate reality in her book Education Inequality: Closing the Gap. 

This inspiring read offers an in-depth look at interventions in one poor inner-city school and how they’re offering equal opportunities for students to receive a high-quality education. Feysia’s research and analysis point to outstanding teachers, parents, a governing body and a community that all work together to effectively achieve this goal. 

3. Other People’s Children: Cultural Conflict in the Classroom

Prejudice, stereotypes and assumptions breed ineffective education in the classroom. However, they’re quite common in today’s classrooms because teachers are poor cultural transmitters, according to author Lisa Delpit.

In her book, she explains how primarily white teachers educate other people’s children and perpetuate systematic racism and imbalance within the education system and beyond. Because these educators can’t communicate effectively, people of color and other minorities suffer academically. In light of recent events, every teacher could stand to read this radical analysis. 

4. Savage Inequalities: Children in America’s Schools

Across the U.S., 53 school districts give a statistically significant amount less funding to high-poverty schools than low-poverty schools. In another 263 districts, funding has little to no connection to poverty levels, despite apparent disparities. Savage Inequalities addresses this funding gap and takes a closer look at how the public education system is failing today’s kids. 

To write his analysis, author Jonathan Kozol spent two years touring the country , interviewing school staff and students. He argues that underfunded schools have higher dropout rates and that school districts should equalize funding in the name of achieving educational equity. 

5. Between the World and Me 

What is it like to inhabit a black body and live within it? How can our nation reckon with a history of slavery and segregation and free ourselves from this historical burden? In his book Between the World and Me, Ta-Nehisi Coates attempts to answer these questions and explain his own awakening to the truth about his place in the world. 

Because the book is written as a letter to Ta-Nehisi’s 15-year-old son, it often focuses on youth and education. Because he believes that true knowledge will dispel the myths on which racism is built, he is a major proponent of study and learning. The more people understand where inherent injustice comes from, the more apt they’ll be to abolish it. 

6. So Much Reform, So Little Change 

In his book So Much Reform, So Little Change, Charles Payne explains why 30 years of reform has had little effect on urban public schools. At its heart, the text argues that most educational policies are disconnected from reality, especially in poor communities. 

This difficult yet necessary read will likely upset teachers whom Charles has depicted as naive and part of the problem. However, instructors who are willing to be the change will take his words as a wake-up call. Instead of feeling like the victim or calling for further reform, they’ll take initiative and work to find better solutions starting with their own classroom. 

Keeping an Open Mind 

Reading about and experiencing education inequality can be a heart-wrenching experience. However, learning more about other people’s struggles will help to root out the inherent bias that exists at a subconscious level. 

As you take in the words of these authors, try to keep an open mind and constantly reevaluate yourself. Are you doing all that you can to create equal opportunities for your students? How might you educate fellow teachers and administrators about systematic inequality and disparities within your own school system? As with anything, change starts with you. You just have to take that first step, and reading one of these books is a good place to start.

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Quality education for all

Our goal for quality education for all

We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution.

Our goal is to help researchers to share their work, and partner to find ways to break down the divides so there is equal opportunity to access quality education and participate in higher education, training and work, with a voice that is heard.  We believe everyone should have a chance to be the best they can be regardless of where they started.

Sharon Parkinson, Publishing Development Manager, quality education for all.

Our goals : Fairer society | Healthier lives | Responsible management | Quality education for all |  Sustainable structures and infrastructures

If you're an author, researcher, or someone who cares as much as we do about education and lifelong learning, we would love to work with you and help your research to contribute to quality education for all. Get in touch .

Our goal to achieve quality education for all

Research has a vital role to play in breaking down the divides to ensure everyone, everywhere has access to quality education.

Supporting the sustainable development of Mexico: an investigation into the reorientation of an undergraduate industrial design curriculum

The 2023 winner of the Emerald and HETL Outstanding Doctoral Research Awards is Martha Elena Núñez López.

Read more about Martha Elena Núñez López's research, and download the infographic

The ideas-informed society: a co-produced research project

The aim of this co-produced project is to better understand how people engage with evidence in order to make decisions in their daily lives, be those big or small decisions.

Read more on the ideas-informed society

First voices first - opening up access to make voices heard

We’re really passionate here at Emerald about making research that matters as impactful as possible – that’s why we’ve started a new pilot project with The Council of Prairie and Pacific University Libraries (COPPUL).

Find out more

Education for sustainable development and global citizenship

Join us in our mission to learn how, in partnership with some of our authors and experts from the community, we’ve been exploring Education for Sustainable Development (ESD).

More on this mission

Introducing Quality Education for All (QEA)

Aligned to UN SDG 4, quality education, this fully open access journal addresses the fundamental challenges facing education and learning today, and in the future.  

The journal welcomes research that addresses all areas of education and learning, ranging from early education through to lifelong learning, with a special emphasis on improving access, inclusion, quality, and participation.  

Article Processing Charges are waived for all manuscripts submitted by 31 July 2024. 

Are you interested in becoming a reviewer for QEA, or have a proposal for a special issue topic? If so we’d love to hear from you. Please contact Sharon Parkinson [email protected] .

Our missions

We have collated a range of resources into themes relating to the UN SDG goals.

Related journal articles

A selection of our quality education for all  articles.

Calls for papers

Browse the latest calls for papers in the area of quality education for all.

Related books

Below is a small selection of our quality education for all titles. You can browse all related titles on the Emerald Bookstore, including access to free sample chapters. We have also selected a sample of eBooks that you will be able to read if your institution has access.  

Browse all our books View eBook sample list

Quality education for all open access content

About the research

Explore freely available research to read, download and share, that highlights fundamental challenges facing education and learning today.

Explore the content

Opinion & blogs

We welcome contributions from academics, policymakers and professionals about key issues in their area of work. If you have a blog you would like to share,  let us know .

How universities create social value in communities

No question of ‘privilege’: the ongoing legacy of Māori, racism and higher education In New Zealand

GenAI is here to stay. Now let’s get on with it!

Thinking, planning, and acting as policy-makers: Learning and teaching of policy-making in a social science class

Crafting impactful research in operations and supply chain management

Learning to level-up? Taking action to supporting working-class boys in education

Your publishing development team

Sharon Parkinson

I’m the  Quality Education for All  Publishing development manager. I am the contact for the Emerald Open Research ‘Education and Learning’ gateway and also have responsibility for working closely with the educational research community to explore and deliver innovative open publishing routes. 

Get in touch

Andy Hargreaves

Andy Hargreaves is Visiting Professor at the University of Ottawa in Canada and Research Professor at Boston College in the US. He is an elected member of the US National Academy of Education, former President of the International Congress of School Effectiveness and Improvement (2018-2020), former Adviser in Education to the Premier of Ontario (2015-2018), and current adviser to the First Minister of Scotland. Andy is co-founder and president of the ARC Education Collaboratory.  

Andy has published more than 30 books and has 8 Outstanding Writing Awards. An exceptional keynote speaker and workshop leader, he has delivered invited addresses in more than 50 countries, 47 US states, and all Australian and Canadian states and provinces. He has been honoured in Canada, the US, and the UK for services to public education and educational research and is ranked by Education Week (US) as the #15 scholar with the most influence on the US education policy debate. 

News & press

Below we have a collection of news articles centred around aspects of quality education for all .

Emerald announces winners of its 31st annual Literati Awards for Excellence

Emerald Publishing launches new bookstore

ResearchGate and Emerald partner to drive journal readership and visibility with Journal Home

Emerald Publishing’s three-year open access agreement with SANLiC Consortium proving a successful model

UPDATE: Emerald partners with Knowledge Unlatched to create an open access business management and economics eBooks collection aligned to the UN's SDGs

17 Books: Webinar series launches to discuss the role of higher education in meeting the Sustainable Development Goals in dialogue with youth voices

Our partners

We proudly partner with trusted organisations where shared values can help further our goal to break down educational divides. 

The Jacobs Foundation

What happens in children’s and young people’s brains when they learn? What does the ideal learning and development environment for each individual look like?

The  Jacobs Foundation  and its large network have long been seeking answers to these questions, aware that the resulting findings must be shared, debated, and translated into action.

BOLD is an initiative dedicated to spreading the word about how children and young people develop and learn. Designed as a digital platform for the exchange of ideas and opinions, BOLD encourages any contributions suitable for fostering and advancing the discussion.

Emerald partner with BERA on new book series

Emerald is working in partnership with BERA on a new series of books, titled The BERA Guides: Critical insights into educational research & practice .

Aimed at researchers, postgraduate students and practitioners, the series will publish short, research-informed and accessible introductions to key interdisciplinary topics impacting educational research and practice.   

Find out more about the first four books announced in the series and call for proposals .

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BERA announces 2024 BERA Educational Research Book of the Year Shortlist

20 Sep 2024

The BERA Educational Research Book of the Year award celebrates the publication of educational research and is awarded to a scholarly book on education deemed to be high quality, engaging and innovative.

After reviewing a number of outstanding submissions, the BERA expert panel has meticulously selected a shortlist that represents the highest standards of scholarly excellence, innovation, and impact. These remarkable books explore a wide range of educational topics, addressing critical issues and providing new insights that have the potential to influence the future of education

We are delighted to announce that the 2024 shortlist is:

The Culture Trap: Ethnic Expectations & Unequal Schooling for Black Youth Derron Wallace Oxford University Press

Elite Universities and the Making of Privilege: Exploring Race and Class in Global Educational Economies Kalwant Bhopal and Martin Myers Routledge

The BERA Educational Research Book of the Year Award not only celebrates the authors’  efforts but also aims to inspire educators, researchers, policymakers, and enthusiasts to engage with these works. As we celebrate the shortlist, we look forward to the final phase of the judging process, where our panel will evaluate each book’s contributions before announcing the winner.

The winner of the BERA Educational Research Book of the Year Award will be revealed at the BERA Awards Ceremony on 26 November. BERA members can register to attend for free below.

BERA Insights: In conversation with… Lani Florian, BERA AGM and Awards Ceremony

26 Nov 2024 1:00 pm - 7:00 pm

This event will mark the culmination of BERA's 50th anniversary celebrations alongside our more formal AGM. We will finish with a drinks reception, canapés and the ceremonial cutting of a...

Upcoming event In Person

BERA Announces 2023 BERA Educational Research Book of the Year

The BERA Educational Research Book of the Year award celebrates the publication of educational research and is awarded to a scholarly book on education deemed to be high quality, engaging and...

News 8 Nov 2023

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