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Books > Social sciences > Education > Philosophy of education
There is love on these pages, love for nature, the cosmos, the
body's deep knowing and students. Learning in Nature focuses on the
lives of 6 drama students who gathered weekly at a community arts
center during their childhood and adolescence. Before each play
rehearsal the students explored contemplative practices such as
meditation, yoga, breathing and visualization. After these warm-up
sessions the rehearsals were dynamic and highly creative. So, what
might happen if these students went out into nature and
experimented with the same practices? What would happen, over a
year long period, if they stopped the noise of life and just
listened, deeply, just looked and inhaled, phenomenologically?
Returning the experience of learning to nature, the book tells the
story of this group, it tells of their lives and their growing
understanding of consciousness, and does so through the complex and
rich perspectives of holistic teaching and learning.
This book provides a timely and comprehensive response to the
widely acknowledged serious failings in our current knowledge of
organizational leadership and culture, providing an ecologically
inspired approach which unifies knowledge and practice across all
of the pivotal organisational elements of leadership, culture,
teamwork, creativity, complexity and wisdom. Drawing on case
studies from Australia and New Zealand, Branson and Marra argue
that just as ecosystems are systems of connected elements through
which the energy needed to maintain the health of the system must
readily flow, an organisation is also a connected system that
equally requires a healthy flow of energy in order to achieve its
core purpose. Their theory of organizational ecology describes how
organizational connectivity, as revealed by the quality of the
relationships among the people and the parts of the organization,
provides the conduit through which the essential energy (in the
form of knowledge, information, ideas, innovation, and support
sharing) must flow. Through the application of the theory of
organizational ecology, Branson and Marra illustrate how a leader
must grow their leadership knowledge and wisdom in order to develop
the organization's people and culture so that it is fully able to
accomplish the desired vision, mission and core purpose.
Building on and inspired by the work of Paulo Freire, this book
offers an accessible introduction to how children’s literature
can be used in classrooms to explore cultural diversity and nurture
collective qualities of shared joy, love and agency. The authors
show how critical pedagogy and culturally responsive instruction
can create meaningful ways for parents, teachers, and community
leaders to engage with children's and young adult literature. The
chapters include discussions of polyvocality, student voice,
critical parent engagement, hip hop and digital popular culture.
The authors demonstrate how readings of children’s literature,
particularly multicultural literature, increase student joy, and
engagement, reduce prejudice, and help students develop critical
consciousness. Unique and theoretically grounded, the book presents
many opportunities to weave the ideas of Freire into the fabric of
K-12 schooling.
Education, Occupation and Social Origin is a must-read book for
anyone even faintly interested in social inequality. Comparing
across many cohorts in 14 nations, the disheartening conclusion
that here emerges is the lack of any genuine equalization of life
chances. Advantage breeds advantage and, alas, educational
expansion has not proven to be the great social leveler. This
volume delivers the most up-to-date evidence, and it does it with
scientific rigor and bravura. From the first to the last page this
is world-class scholarship that will define our research agenda for
many years to come.' - Gosta Esping-Andersen, Pompeu Fabra
University, Spain Questioning the assumption that education is the
'great social equalizer', this book takes a comparative approach to
the Social Origin-Education-Destination triangle by examining
advantage in 14 different countries, including case studies from
Europe, Israel, the USA, Russia and Japan. Contributions from
leading experts examine the relation between family background,
education and occupational achievement over time and across
educational levels, focussing on the relationship between
individuals' social origins and their income and occupational
outcomes. Providing new theoretical insights, this book eloquently
analyses a variety of barriers to social mobility. Using concepts
of compensatory and boosting advantage to explain the
intergenerational transmission of social inequality, it refutes the
notion of contemporary societies as education-based and
meritocratic, showing that in most of the countries studied there
is no sign of decreasing intergenerational association, despite the
expansion of education. With its multitude of pertinent case
studies, Education, Occupation and Social Origin will be of
interest to academics and students of social policy as well as
those interested in social inequalities and their evolution over
time. It will also be a useful reference for governmental policy
makers in the wake of the current economic crisis. Contributors: S.
Arita, G. Ballarino, E. Bar Haim, C. Barone, F. Bernardi, A.
Bessudnov, E. Bihagen, C. Blank, M. Bouchet-Valat, M. Gratz, J.
Harkoenen, T. Keller, F. Lagana, A. Mastekaasa, N. Panichella, C.
Peugny, R. Pollack, P. Robert, Y. Sato, Y. Shavit, J. Tolsma, F.
Torche, L.-A. Vallet, L. Vandecasteele, M.H.J. Wolbers
The Handbook on Teaching Social Issues, 2nd edition, provides
teachers and teacher educators with a comprehensive guide to
teaching social issues in the classroom. This second edition
re-frames the teaching of social issues with a dedicated emphasis
on issues of social justice. It raises the potential for a new and
stronger focus on social issues instruction in schools.
Contributors include many of the leading experts in the field of
social studies education. Issues-centered social studies is an
approach to teaching history, government, geography, economics and
other subject related courses through a focus on persistent social
issues. The emphasis is on problematic questions that need to be
addressed and investigated in-depth to increase social
understanding, active participation, and social progress. Questions
or issues may address problems of the past, present, or future, and
involve disagreement over facts, definitions, values, and beliefs
arising in the study of any of the social studies disciplines, or
other aspects of human affairs. The authors and editor believe that
this approach should be at the heart of social studies instruction
in schools.
This book focuses on how teachers can transmit and practice values
through classroom circles that attend to and empower all students'
voices. A growing number of teachers are using relational pedagogy,
drawing on Indigenous circle practice, as a pedagogical tool. Done
well, circles can build and sustain dialogue and peaceful
relations. Done poorly, circles reflect and reinforce relations of
power, which, if disregarded, can be damaging for participants
whose voices are silenced or not sufficiently heard.
Parker-Shandal's consideration of teachers' professional learning
and training in restorative justice in education focuses on
ethnographic, classroom-based research in diverse urban elementary
schools. Her data include observations of classrooms, teacher
surveys, and interviews with students, teachers, and principals.
The book provides a detailed account of the lived experience of
students and teachers as they engage with and experience the
transformative power of constructive dialogue about conflicts
embedded in curriculum subject matter through restorative justice
pedagogies.
Linguists, researchers, and other practitioners in language
education acknowledge that the resolution of language problems
associated with breaking down language and cultural barriers that
hinder the growth of learners' self-identities and national
identities is ongoing. In fact, even with decades of research in
home language use in the classroom, there are still classrooms
worldwide where learners are deprived of the opportunity of
building their self-esteem, confidence, and autonomy by
communicating with their native language. The global nature of
communication requires speakers to use all the languages in their
repertoire effectively, thus reinforcing the need to encourage home
language use in classrooms. Transformative Pedagogical Perspectives
on Home Language Use in Classrooms is a cutting-edge research
publication on the effective use of home language in the classroom
that emphasizes the significance of this activity to the success of
the overall language development of the learner. Particular
attention is given to transformative pedagogy and the provision of
valuable insights into how the teacher can guide and assist
learners in the development of critical thinking skills. In
addition, the book provides content that enables practitioners in
language education and parents to explore their roles in assisting
children in breaking down the language and cultural barriers that
hinder the growth of their self-identity and national identity.
Highlighting topics such as engineering education, cultural
responsiveness, and transformative pedagogy, this book is essential
for linguists, academicians, education professionals, curriculum
designers, policymakers, administrators, instructional designers,
researchers, and students.
This book is one English professor's assessment of university life
in the early 21st century. From rising mental health concerns and
trigger warnings to learning management systems and the COVID
pandemic, Christopher Schaberg reflects on the rapidly evolving
landscape of higher education. Adopting an interdisciplinary public
humanities approach, Schaberg considers the frequently exhausting
and depressing realities of college today. Yet in these meditations
he also finds hope: collaboration, mentoring, less grading, surface
reading, and other pedagogical strategies open up opportunities to
reinvigorate teaching and learning in the current turbulent decade.
For nearly four decades, Russ Quaglia has been laying the
groundwork to inform, reform, and transform schools through student
voice. That deep commitment is reflected in this inspirational
book. Quaglia and his coauthors at the Quaglia Institute for School
Voice & Aspirations deftly synthesize the thoughts and feelings
of hundreds of thousands of stakeholders and offer a vision for
schools where everyone's voice matters. They posit that students,
teachers, administrators, and parents must work and learn together
in ways that promote deep understanding and creativity. Making this
collaborative effort successful, however, requires widespread
recognition that all stakeholders have something to teach, and they
all have a role to play in moving the entire school forward. We
must abandon the ""us versus them"" fallacy in education; there is
only ""us."" To that end, The Power of Voice in Schools: Offers a
way forward that can be used in any school. Addresses the
importance of everyone's voice in the school community. Articulates
the lessons learned from listening to these voices over the past
decade. Suggests concrete, practical strategies for combined teams
of students, teachers, parents, and administrators to make a
difference together. This book reflects the dream of a true
partnership in listening, learning, and leading together. When the
potential of voice is fully realized, schools will look and feel
different. Cooperation will replace competition and conflict,
collaboration will replace isolation, and confidence will replace
insecurity. Most important, the entire school community will work
in partnership with one another for the well-being of students and
teachers.
The spread of English is so much an integral part of globalization
that it has become an essential global literacy skill. In Asia,
this poses immense challenges to governments and English language
teaching and teacher education professions as they attempt to meet
this demand from students for a high level of English proficiency.
This volume examines English language education policies across ten
Asian jurisdictions, the corresponding teacher education policies,
and how these policies affect teachers and teacher educators. Each
chapter covers a different jurisdiction, and is written by a
scholar engaged in the implementation of government policies on
English language and teacher education, providing the reader with
insiders' perspectives. It gives a fascinating glimpse into the
remarkable similarities in the challenges posed to these countries
and the critical issues that have emerged from the local responses
despite their markedly different socioeconomic, political, cultural
and historical backgrounds.
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Sermons
(Hardcover)
Robert Murray M'Cheyne
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R1,111
Discovery Miles 11 110
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