Shelley’s poetry was shaped not only by his formal education and privileged position as a member of the Whig-supporting landed gentry class but also by the architecture of his family home and the farming environment of rural Sussex. The paradoxes of his early experiences (unconventional family members coexisting with the conventional moral training of a young patrician; his father’s mildly progressive politics combining with corrupt practices; security at home intercut with violent bullying at school) formed his early conceptions of tyranny and his mission to oppose it. Ossified and limited school and university curricula that nevertheless provided opportunities to pursue areas of knowledge lying outside it together with encouragement to write and freedom to read anything he wanted – these experiences co-mingled to make him at once scholar, gentleman, revolutionary, and philosopher.

One method for teaching creativity is to encourage students to adopt broader perspectives. Taking different perspectives provides access to a wide range of knowledge, including social categories, stereotypes, interactions, roles, and events. Prospective thinking has also proven effective by asking students to judge how probable it would be for various future events to happen to them. Examples of creative methods (cartoon captions, gestures, incongruent contexts, novel uses of parts) and types of thinking (prospective, perspective) can serve as guidelines for instructional interventions when developing curricula for improving creativity. For example, an undergraduate creative thinking course at a large Midwestern university focused on strategies to help students develop different perspectives, identify unique opportunities, generate multiple ideas to solve problems, and evaluate those ideas. One of the themes that emerged from six international studies was the role of the teacher in managing discomfort from the uncertainty of open-ended tasks.

Because textbooks in Egypt are centrally developed and unified across all schools, they represent a critical resource for studying state-sponsored discourses directed at the majority of Egyptians enrolled in national education. This chapter explains how national belonging is articulated and justified in school textbooks, what national glories are celebrated and how the route to progress is articulated. It describes the place the figure of the leader, the army and Islam take up in these narratives and explores how neoliberalism and active citizenship are articulated in these narratives. The chapter highlights the striking ways in which textbook discourses have utilized Islam and their limited attempts at legitimizing the ideological directions of the regime in terms of privatization, austerity, the general neoliberal orientation or geopolitical alliances. In outlining differences between textbooks, it addresses the ways in which education functions as a space in which negotiations and accommodation take place between different social forces.

Chapter 15, ‘Women and Music Education in Schools: Pedagogues, Curricula, and Role Models’, surveys women’s contribution to music education. Although women in music has gained a steady foothold in university and conservatoire education over the last two decades, music education at school level (this chapter’s focus) has tended to remain fairly conservative. Robert Legg discusses women’s access to the teaching profession, highlighting that, while it has always been relatively open to women, persistent barriers remain, including a lack of women in leadership roles and the gender pay gap. He also critiques the body/mind dualist view of music education, the lack of female role models in many curricula, and recent pedagogical debates of the twenty-first century.

Writers of the 1920s–1970s were concerned with education beyond the excoriating critique of the formal colonial school system that we see in many of their works. For them, education in the broadest sense was crucial to the decolonial project, and literature an activist intervention in that project. Lamming and Brathwaite as well as C. L. R James wrote ‘position’ statements on education and were interventionists in the formal school system. However, for most of the period, West Indian literature made little impact within that system, which continued as colonialism’s strongest bastion well after independence. The literature had its greatest impact when it was channelled through popular performance arenas, trade unions, newspapers, the ‘little magazines’ and other institutions outside the school setting. This chapter discusses the slow painful steps towards decolonizing literary education through shifts in publishing and curricula, the advent of regional examinations, and the work of critics and linguists to decolonize attitudes towards the Creole languages, one of the most powerful dissemination tools.

To highlight the significant implications of L2 fluency research for language teaching, this chapter is dedicated to four aspects of L2 teaching practice: L2 policy documents, L2 textbooks, classroom practice and teacher cognition. This chapter aims to provide an analysis of how fluency is represented in each of these four aspects, and in what ways fluency research can help practitioners in these areas with everyday practices. After presenting a background to the role of fluency in L2 pedagogy, examples of L2 policy documents, e.g. the UK curriculum for teaching Modern Foreign Languages will be evaluated. We then provide a summary of research examining fluency in L2 textbooks, and discuss teaching activities that are reported as central to promoting fluency in the L2 classroom. Teacher understanding of fluency and the impact it has on promoting fluency in the language classroom will also be discussed.

Child sexual abuse is a serious problem that has received increased attention in recent years. When viewed from an ecological perspective child sexual abuse can be understood as being influenced by factors within individuals, families and broader social systems. Therefore, preventing child sexual abuse involves strengthening capacity to intervene at individual, family, and broader social levels such as via school programs and community initiatives.School-based education programs have been developed in efforts to prevent child sexual abuse before it happens, and to provide children who may already be experiencing it with information about the importance of and strategies for seeking help. This chapter outlines the key characteristics of effective child sexual abuse prevention programs and identifies directions for future research and practice.

Child sexual abuse is a serious problem that has received increased attention in recent years. When viewed from an ecological perspective child sexual abuse can be understood as being influenced by factors within individuals, families and broader social systems. Therefore, preventing child sexual abuse involves strengthening capacity to intervene at individual, family, and broader social levels such as via school programs and community initiatives.School-based education programs have been developed in efforts to prevent child sexual abuse before it happens, and to provide children who may already be experiencing it with information about the importance of and strategies for seeking help. This chapter outlines the key characteristics of effective child sexual abuse prevention programs and identifies directions for future research and practice.