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Books > Social sciences > Education > Philosophy of education
This book presents a critical reimagining of education and
educational research in addressing practices of representation and
their relation to epistemology, subjectivity and ontology in the
context of early childhood education. Drawing on posthumanist
perspectives and the immanent materialism of Deleuze & Guattari
to conceive of early childhood education, childhood and indeed,
adult life, in new ways, it highlights the powerful role of
language in subjectivity and ontology, and introduces affectensity
as a concept which can be put to work to undo habitual relations
and meanings. It proposes that ethical becomings require the
engagement of an expansion and intensification of a body's affect
or capacity, and offers readers a provocation for enhancing
creative capacity as an ethic. This book is an important
contribution to the discussions on methods for living and of ways
of thinking commensurate with the orientation of a posthuman turn.
Once the province and tool of elite learning in American society,
and the core of the Humanities, the study of the Classics now
occupies a tenuous place on the margins of curriculum in most
public schools. Administrators of schools and districts with
limited resources, teachers, and students of ancient Greek and
Roman culture and language confront many questions regarding the
relevance and utility of including the Classics in education that
must address modern challenges. In this book, Toni Ryan argues that
the Classics provide students with a uniquely wide range of
opportunities for critical examination of the connections among
language, cultural constructions of power and knowledge, and
oppression in society. She proposes a rationale for incorporating a
critical approach to classical studies in American public schools
as a path to exploring social justice issues. Critical pedagogy in
Classics offers a platform for illuminating paths for critical
awareness, reflection, and action in the quest to understand and
address the broad concerns of social justice. Ryan asserts the
potential for education in Classics to be reconstructed to empower
and emancipate, particularly through the exploration of
philosophical questions that have been pondered in classical
cultures (and in classical studies) since antiquity. For public
school educators and students, the examination of classical
language and culture allows us to safely explore critical questions
in an admittedly unsafe world. Those questions that are eternally
ours, that are eternally centered in the human condition, are the
province of Classics.
Community colleges serve more students than any other institutional
type in the United States, and internationalization is an inherent
component of community colleges that advances student knowledge,
facilitates student success, and serves the needs of local
communities. As most community college students enroll in four-year
institutions, their only opportunity for international experience
is while they are in community college. Study Abroad Opportunities
for Community College Students and Strategies for Global Learning
provides innovative insights into international study and education
abroad through community colleges, while discussing the value of
adding study abroad programs to two-year institutions. This
publication examines community colleges' contributions in a local
society, study abroad opportunities, peacebuilding, international
education, and risk management. Designed for administrative
professionals, community college leaders, educators, academicians,
and researchers, this book covers topics centered on study abroad
programs at diverse community colleges.
This book promotes collaborative ways of knowing and group
accountability in learning processes to counteract the damaging
effects of neoliberal individualism prevalent in educational
systems today. These neoliberalist hierarchies imposed through
traditional, autocratic knowledge systems have driven much of the
United States' educational policies and reforms, including STEM,
high stakes testing, individual-based accountability, hierarchical
grading systems, and ability grouping tracks. The net effect of
such policies and reforms is an education system that perpetuates
social inequalities linked with race, class, gender, and sexuality.
Instead, the author suggests that accountability pushes past
individualism in education by highlighting democratic methods to
produce a collective good as opposed to a narrow personal success.
In this democratic model, participants contribute to the common
goal of elevating the entire group. Drawing from a well of creative
praxes, reflexivity, and spiritual engagement, contributors
incorporate collective dreaming to envision alternate realities of
learning and schooling and summon the spirit into action for
change.
Equality, diversity, and inclusion are at the forefront of current
discussion, as these issues have become an international concern
for politicians, government agencies, social activists, and the
general public. Higher education institutions internationally face
considerable challenges in terms of diversity management of both
their students and staff, which limits the success of individuals,
institutions, and the sector as a whole. The Handbook of Research
on Practices for Advancing Diversity and Inclusion in Higher
Education reports on current challenges that higher education
institutions face in terms of diversity management and provides
crucial research on the application of strategies designed to
increase organizational change and support and integrate diverse
individuals, including physically disabled individuals, women, and
people of color, into higher education institutions. Covering a
range of topics such as cultural intelligence and racial diversity,
this reference work is ideal for researchers, academicians,
practitioners, scholars, policymakers, educators, and students.
This book explores the pedagogical applications of critical
thinking in art education and scholarship. In the first part of the
book, the author delves into the ways that arts-based educational
research has incorporated critical thinking in order to illuminate
the context for the subsequent study. The second half of the book
focuses on the essay as a genre used in creative nonfiction and
film in order to enact the concept of critical thinking in art
education. In this way, the book sheds light on a new landscape of
thinking arts education and thinking scholarship through the essay
that is practiced in creative nonfiction and cinema.
This book explores the history of the unschooling movement and the
forces shaping the trajectory of the movement in current times. As
an increasing number of families choose to unschool, it becomes
important to further study this philosophical and educational
movement. It is also essential to ascribe theory to the movement,
to gain greater understanding of its workings as well as to
increase the legitimacy of unschooling itself. In this book, Riley
provides a useful overview of the unschooling movement, grounding
her study in the choices and challenges facing families as they
consider different paths towards educating their children outside
of traditional school systems.
Transcendental Learning discusses the work of five figures
associated with transcendentalism concerning their views on
education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught
at one time and held definite views about education. The book
explores these conceptions with chapters on each of the five
individuals and then focuses the main features of transcendental
learning and its legacy today. A central thesis of the book is that
transcendental learning is essentially holistic in nature and
provides rich educational vision that is in many ways a tonic to
today's factory like approach to schooling. In contrast to the
narrow vision of education that is promoted by governments and the
media, the Transcendentalists offer a redemptive vision of
education that includes: -educating the whole child-body, mind, and
soul, -happiness as a goal of education. -educating students so
they see the interconnectedness of nature, -recognizing the inner
wisdom of the child as something to be honored and nurtured, - a
blueprint for environmental education through the work of Thoreau,
- an inspiring vision for educating women of all ages through the
work of Margaret Fuller, - an experimental approach to pedagogy
that continually seeks for more effective ways of educating
children, - a recognition of the importance of the presence of
teacher and encouraging teachers to be aware and conscious of their
own behavior. -a vision of multicultural and bilingual education
through the work of Elizabeth Peabody The Transcendentalists,
particularly Emerson and Thoreau, sewed the seeds for the
environmental movement and for non-violent change. Their work
eventually influenced Gandhi and Martin Luther King Jr. and it
continues to resonate today in the thinking of Aung Sang Suu Kyi
and the Dalai Lama. The Transcendentalists' vision of education is
worth examining as well given the dissatisfaction with the current
educational scene.
This book explores the role of the university in upholding
democratic values for societal change. The chapters advocate for
the moral virtue of democratic patriotism: the editors and
contributors argue that universities, as institutions of higher
learning, can encourage the creation of critical and patriotic
citizens. The book suggests that non-violence, tolerance, and
peaceful co-existence ought to manifest through pedagogical
university actions on the basis of educators' desire to cultivate
reflectiveness, criticality, and deliberative inquiry in and
through their academic programmes. In a way, universities can
respond more positively to the violence on our campuses and in
society if public and controversial issues were to be addressed
through an education for democratic citizenship and human rights.
Educational robotics provides students with a learning environment
that has the potential to successfully integrate concepts within
science, technology, engineering, and mathematics (STEM) into K12
learning environments in class, after school, or for robotics
competitions. Robots in K-12 Education: A New Technology for
Learning explores the theory and practice of educational robotics
in the K-12 formal and informal educational settings, providing
empirical research supporting the use of robotics for STEM
learning. An essential resource for STEM educators, the book
explores processes and strategies for developing and implementing
robotics-based programs and documents the impact of educational
robotics on youth learning by presenting research-based
descriptions of robotics technologies and programs, as well as
illustrative examples of learning activities, lessons, and
assessments.
In keeping with the tradition set forth in volumes 1-4, this fifth
volume, Creating Visions for University - School Partnerships, a
volume in Professional Development School Research, continues to
exemplify current thinking of practitioners and researchers in the
field. The range of authors from the Prek-16 arena illustrates the
ways in which professional development schools generate possible
solutions to the complex problems facing educators. The diversity
of their work represents perspectives of classroom teachers,
preservice teachers, school leaders, and university faculty who
grapple with identifying "ways of knowing" and "ways of doing" that
enhance educational outcomes for Prek-12 students while also
serving to transform the profession. The volume's contents of 19
chapters divided into four areas: (1) Clinically Rich Practices (2)
PDS Stakeholders' Perspectives (3) Enriching Content Area
Instruction (4) Family Engagement, gives us a more vivid picture of
the work that partnerships are doing to fulfill the PDS promise for
improving teaching and learning at every level.
Educational Leadership: Perspectives on Preparation and Practice
identifies core knowledge and skills that educational leaders
should be exposed to during pre-service preparation and throughout
in-service professional development. The contributors discuss
established pedagogical and experiential learning models as well as
provocative new paradigms of their own to help prepare leaders and
reinforce leadership effectiveness. Implicit throughout the book
are five key leadership themes: sensitivity to student development
and learning; continual professional development; responsiveness to
developmental, socio-cultural, and learning contexts; accepting
accountability; and advancing the field. The contributors draw upon
many collective years of experience as educators and supervisors of
educational leaders to offer perspectives on the application and
integration of core leadership principles in leadership preparation
and practice.
The Secure Child: Timeless Lessons In Parenting and Childhood
Education was designed to contribute meaning to the adage 'what was
old is new again'. Just as ideas in child psychology shifted in the
1960s from a focus on behavior to cognitive stages, we are
currently seeing a shift away from stages of development toward an
emphasis on the interplay between children and the world around
them. Specifically, the book offers practical insights into how
children can be helped to cope with their changing worlds. These
insights emerged in the 1930s, a time of social and economic
upheaval much like today. This collection of original papers by
former students and colleagues of William E. Blatz, the renowned
psychologist and pediatrician known as the 'Dr. Spock of Canada',
makes a vital contribution by bringing forward and examining his
work in the context of contemporary ideas about human development,
parenting, and education. The collection forms a prologue to an
included guide written by Blatz and colleagues, ""The Expanding
World of the Child"". The previously unpublished work articulates a
comprehensive functional approach to parenting and childhood
education. The unique format of this book will make it useful for
courses in parenting, childhood education as well scholarship in
child psychology, personality theory, and socialization.
Teaching is not merely a technical process- it is one that requires
creative and inspirational thinking, not only on the part of
students but for teachers themselves as artful, reflective beings.
The purpose of this book is to provide educators with creative
experiences which unlock their imaginative potential so they can
re-envision their curriculum to promote active learning, culturally
relevant pedagogy, and differentiated instruction. This book guides
the reader through a series of experiences intended to tap into the
right side of the brain, and provide educators opportunities to
re-imagine their existing curriculum in new ways. Through this
re-imaging (or re-envisioning) of the creative potential within
themselves, teachers can redesign their curricula in ways that best
meet the needs of their learners, schools, and communities. This
book emphasizes creativity in teaching as a collaborative effort.
The experiences and ideas presented in this book are intended to
inspire small groups or whole communities (including schools) to
work together and support each other in their creative efforts.
Creativity does not just exist for individuals in isolated
contemplation but resides instead in the relational work that
community members create together toward a shared vision. In order
to encourage imaginative students who will have the capacities to
see the world, not merely as it is, but as it could be, we need to
encourage teachers to tap into their creative imaginative
capacities to teach as well. Such work cannot be performed in
isolation. Creative social change requires that we imagine together
that which we cannot do alone.
This book is a collection of auto, duo and multi-ethnographies
written by frontline language teachers and teacher educators in
different parts of the world, including Asia, Africa, Latin
America, and North America. These ethnographic accounts report how
the authors mobilized different forms of action research to resist
against neoliberal educational models and the profit-oriented
principles by which they are run. The teachers involved in these
projects write about a variety of ways in which they engaged with
activist and critical research projects that highlight current
socio-political movements, invite marginalized students'
communities into the process of teaching and learning, use language
education as a means of identity negotiation, fight back
institutional restrictions, and show how we can teach language for
peace and happiness. The writers also explain how they have created
an inquiry community to meet and support each other and used auto,
duo or multi-ethnography as insiders to bring attention to their
embodied knowledge of the challenges involved in contemporary
neoliberal educational settings.
Education is widely recognized as a fundamental human right, yet
the nature of the right remains unclear. Is it an entitlement to go
to school, to acquire particular forms of knowledge or develop
particular skills or attributes? And why exactly is education so
important that we might defend all people's right to it? This book
provides a much-needed exploration of this key contemporary issue.
Highlighting limitations in the approaches of both the Education
for All initiative and existing international law, the book
presents a radical new vision of how the right can be understood.
As well as basic education, there are discussions of higher and
lifelong education, of human rights education, and of the
intersection of rights-based approaches with others such Amartya
Sen's 'capabilities'. The work serves as a stirring defense of the
universal right to education against instrumental conceptions of
learning, the inactivity of national governments and the abrogation
of responsibility of the international community.
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Under the Acacia Tree
(Hardcover)
Ces Family Of Friends; Edited by Michael Frederiksen, Carl Friesen
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R954
R825
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This book examines the role of compassion in refiguring the
university. Plotting a reimagining of the university through care,
other-regard, and a commitment to act in response to the suffering
of others, the author draws on various humanities disciplines to
illuminate the potential of compassion in the campus. The book asks
how the sector can reclaim the university from the tides of
neoliberalism, inequalities and increased workloads, and which
moral principles and competencies would need to be championed and
instilled to build inclusive citizenship and positive connection
with others. A value that is too scarcely taught, experienced, or
advocated in contexts of higher education, compassion is reframed
as an essential pillar of the university and a means to an
epistemically just campus and curricula.
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