Joanna McIntyre

How Teacher Educators Do Policy offers an accessible and compelling account of how university-based teacher educators in England navigated one of the most far-reaching reforms to their profession in decades. Drawing on in-depth interview-conversations with leaders of Initial Teacher Education (ITE) in research-intensive universities, the book traces how the 2021–24 ITT Market Review reshaped the landscape of teacher preparation in England. It provides a clear explanation of the policy reforms, the rationale behind them, and their consequences for curriculum design, partnership working, mentoring, and professional learning. Through detailed case studies, the book illustrates how programme leaders negotiated requirements and new accreditation demands while striving to preserve the values that underpin high-quality teacher education. The analysis is anchored in Shulman’s concept of signature pedagogies, exploring the surface, deep, and implicit structures that shape how teachers learn. International responses from renowned academics Maria Teresa Tatto, Lee Rusznyak and Sinikka Neuhaus situate the English experience within transnational debates about the purpose and politics of teacher education. This timely book offers a rich and comprehensive account of a sector undergoing profound transformation. Offering a rare insider perspective on how policy is enacted in practice, the book provides researchers, practitioners, policymakers, and international readers with fresh insights into leadership, professional agency, and the possibilities for a more critical, justice-oriented teacher education. It is also a call-to-action, proposing a set of principles that should underpin initial teacher education in university settings.

How Teacher Educators Do Policy offers an accessible and compelling account of how university-based teacher educators in England navigated one of the most far-reaching reforms to their profession in decades. Drawing on in-depth interview-conversations with leaders of Initial Teacher Education (ITE) in research-intensive universities, the book traces how the 2021–24 ITT Market Review reshaped the landscape of teacher preparation in England. It provides a clear explanation of the policy reforms, the rationale behind them, and their consequences for curriculum design, partnership working, mentoring, and professional learning. Through detailed case studies, the book illustrates how programme leaders negotiated requirements and new accreditation demands while striving to preserve the values that underpin high-quality teacher education. The analysis is anchored in Shulman’s concept of signature pedagogies, exploring the surface, deep, and implicit structures that shape how teachers learn. International responses from renowned academics Maria Teresa Tatto, Lee Rusznyak and Sinikka Neuhaus situate the English experience within transnational debates about the purpose and politics of teacher education. This timely book offers a rich and comprehensive account of a sector undergoing profound transformation. Offering a rare insider perspective on how policy is enacted in practice, the book provides researchers, practitioners, policymakers, and international readers with fresh insights into leadership, professional agency, and the possibilities for a more critical, justice-oriented teacher education. It is also a call-to-action, proposing a set of principles that should underpin initial teacher education in university settings.

The Routledge Companion to Gender and Celebrity offers the first comprehensive global study of how gender shapes celebrity culture across diverse contexts and media landscapes. Bringing together thirty-five original chapters from leading and emerging scholars worldwide, this volume transforms celebrity studies by centring gender to expand cultural, geopolitical, and methodological boundaries. Through case studies spanning Turkey to Hollywood and Bangladesh to Spain, contributors explore issues such as queer stardom in Hong Kong, feminist digital activism in Pakistan, Indigenous celebrity, and China’s 'traffic idols'. Employing methodologies including discourse analysis, digital ethnography, archival research, and qualitative interviews, the Companion purposefully decentres Western perspectives, tracing localised and transnational circuits of fame while addressing historical and contemporary intersections of gender and celebrity. The Routledge Companion to Gender and Celebrity is ideal for scholars, students, and researchers in gender studies, media and cultural studies, sociology, and related fields seeking fresh insights into global celebrity cultures and their political and social implications.

In the last five years, more child refugees have made perilous journeys into Europe than at any point since the Second World War. Once refugee children begin to establish their new lives, education becomes a priority. However, access to high-quality inclusive education can be challenging and is a social justice issue for schools, policymakers and for the research community. Underpinned by strong theoretical framings and based on socially just principles, this book provides a detailed exploration into this ethically charged, emotive and complex subject. Refugee Education offers an interdisciplinary perspective to critical debates and public discourse about the topic, contextualized by the voices of young refugees and those seeking to support them in and out of education. Shaped by practitioners, the book develops an inclusive model of education for refugee children based on the concepts of safety, belonging and success, and presents practical tools for planning and operationalizing the ethics of inclusive education. This book includes a wide range of case study examples which reveal the positive outcomes that are possible, given the right inputs. It is essential reading for teachers, senior leaders and policymakers as well as academic researchers in education, social policy, migration and refugee studies.

In the last five years, more child refugees have made perilous journeys into Europe than at any point since the Second World War. Once refugee children begin to establish their new lives, education becomes a priority. However, access to high-quality inclusive education can be challenging and is a social justice issue for schools, policymakers and for the research community. Underpinned by strong theoretical framings and based on socially just principles, this book provides a detailed exploration into this ethically charged, emotive and complex subject. Refugee Education offers an interdisciplinary perspective to critical debates and public discourse about the topic, contextualized by the voices of young refugees and those seeking to support them in and out of education. Shaped by practitioners, the book develops an inclusive model of education for refugee children based on the concepts of safety, belonging and success, and presents practical tools for planning and operationalizing the ethics of inclusive education. This book includes a wide range of case study examples which reveal the positive outcomes that are possible, given the right inputs. It is essential reading for teachers, senior leaders and policymakers as well as academic researchers in education, social policy, migration and refugee studies.