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Books > Social sciences > Education > Philosophy of education
This open access book argues that what makes writing academic
emerges from socio-academic and historical practices rather than
conventionalised stylistic, linguistic or syntactic forms. Using a
critical realist lens, it re-imagines academic writings as
21st-century open systems that change according to affordances
perceived by writers. By re-imagining how, which and whose
knowledge emerges, conceptual spaces are created whereby writing
practices can be pluralised and democratised. Academic
communication hinges on being able to write in certain forms but
not others, which risks excluding knowledge that may lend itself to
alternative forms of representation, such as dialogues, chronicles,
manifestos, blogs, poems and comics. Moreover, because academic
ability tends to be misleadingly conflated with writing ability,
limiting how the academy writes to a relatively narrow set of forms
(such as the traditional essay or thesis) may be preventing a range
of abilities from emerging. Standardised forms require abstracts,
introductions, main bodies and conclusions that are also
predominantly monolingual and monomodal: this can narrow, distort,
constrain or flatten epistemic representation, leading to a range
of epistemic losses (as well as gains). Based on examples from a
range of academic writers, including students, and drawing on the
history of academia, philosophy, socio-semiotic research,
integrational and sociolinguistics as well as studies in multimodal
and visual thinking, the book proposes that academic writings be
re-imagined as multimodal artefacts that allow a wider range of
epistemic affordances to emerge. The ebook editions of this book
are available open access under a CC BY-NC-ND 4.0 licence on
bloomsburycollections.com. Open access was funded by Knowledge
Unlatched.
Rooted in the day-to-day experience of teaching and written for
those without specialist technical knowledge, this is a new edition
of the go-to guide to using digital tools and resources in the
humanities classroom. In response to the rapidly changing nature of
the field, this new edition has been updated throughout and now
features: - A brand-new Preface accounting for new developments in
the broader field of DH pedagogy - New chapters on 'Collaborating'
and on 'Teaching in a Digital Classroom' - New sections on
collaborating with other teachers; teaching students with learning
differences; explaining the benefits of digital pedagogy to your
students; and advising graduate students about the technologies
they need to master - New 'advanced activities' and 'advanced
assignment' sections (including bots, vlogging, crowd-sourcing,
digital storytelling, web scraping, critical making, automatic text
generation, and digital media art) - Expanded chapter
bibliographies and over two dozen tables offering practical advice
on choosing software programs Accompanied by a streamlined
companion website, which has been entirely redesigned to answer
commonly asked questions quickly and clearly, this is essential
reading for anyone looking to incorporate digital tools and
resources into their daily teaching.
Education is a social practice that poses ethical questions of
policy and practice at every level and at almost every turn - what
we teach, how we teach, how we organise educational provision, how
we research it, who controls it, and what principles drive policy
nationally and internationally. This collection is rooted in the
author's experience in the education system nationally and
internationally over half a century, and reflects both the
educational history of this period and the author's experience as a
teacher, parent, school governor, teacher trainer, educational
researcher, senior leader in higher education, and advisor to
governments in many parts of the world. It is, then, historically
located, but the approach to ethical questions is primarily in the
tradition of analytic philosophy, and applied and situated ethics.
Human civilisation stands at an unimaginable precipice. The human
past, leading up to today, has seen society develop under the
conditions of the Holocene since 10000 BC. However - we are now in
the Anthropocene, what Deleuze/Guattari term as the future
rupturing the present. This book analyses the Anthropocene given
four dimensions: 'tool-enhancement'; 'carbon trail'; 'the
phallocene'; and 'atomic-time'. A mode of education and social
change lies parallel to this mapping that tackles degrowth,
changing consciousness, a Green Utopia, and building a
critical-immanent model to realign current practices in the light
of globalisation. This is the first book to put the philosophy of
Deleuze/Guattari to work for the future, and our collective
existence as a differentiated educational practice in the
Anthropocene.
Higher education has changed significantly over time. In
particular, traditional face-to-face degrees are being revamped in
a bid to ensure they stay relevant in the 21st century and are now
offered online. The transition for many universities to online
learning has been painful-only exacerbated by the COVID-19
pandemic, forcing many in-person students to join their virtual
peers and professors to learn new technologies and techniques to
educate. Moreover, work has also changed with little doubt as to
the impact of digital communication, remote work, and societal
change on the nature of work itself. There are arguments to be made
for organizations to become more agile, flexible, entrepreneurial,
and creative. As such, work and education are both traversing a
path of immense changes, adapting to global trends and consumer
preferences. The Handbook of Research on Future of Work and
Education: Implications for Curriculum Delivery and Work Design is
a comprehensive reference book that analyzes the realities of
higher education today, strategies that ensure the success of
academic institutions, and factors that lead to student success. In
particular, the book addresses essentials of online learning,
strategies to ensure the success of online degrees and courses,
effective course development practices, key support mechanisms for
students, and ensuring student success in online degree programs.
Furthermore, the book addresses the future of work, preferences of
employees, and how work can be re-designed to create further
employee satisfaction, engagement, and increase productivity. In
particular, the book covers insights that ensure that remote
employees feel valued, included, and are being provided relevant
support to thrive in their roles. Covering topics such as course
development, motivating online learners, and virtual environments,
this text is essential for academicians, faculty, researchers, and
students globally.
This innovative project wrapped research around a youth theatre
project. Young people of colour and from refugee backgrounds
developed a sustained provocation for the people of Geelong, a
large regional centre in Australia. The packed public
performance-at the biggest venue in town-challenged locals to
rethink assumptions. The audience response was insightful and
momentous. The companion workshops for schools had profound impact
with adolescent audiences. Internationally, this book connects with
artistic, educational, and research communities, offering a
substantial contribution to understandings of racism. This book is
a provocative, transdisciplinary meditation on race, culture, the
arts and change.
What do meaningful connections in learning and teaching look like,
and how might we foster these? How might the concept of mattering
be helpful for our understanding of higher education? In this book,
Karen Gravett examines the role of relationships, and in particular
of relational pedagogies, where meaningful relationships are
positioned as fundamental to effective learning. She explores
concepts of authenticity, vulnerability, and trust within learning
and teaching, as well as the potential of working with students in
partnership. This book examines the role of relationships between
colleagues: how educators can learn from others both within and
beyond higher education, as well as considering how teachers can
support one another when working within challenging contemporary
contexts. Drawing upon a rich theoretical perspective that
interweaves posthuman and sociomaterial theory, the book also
introduces a broader conception of the relational, where relational
pedagogies are understood as encompassing objects, spaces and
materialities, as part of an interwoven web of relations. In
exploring mattering, Gravett explores both who matters - who should
be considered and valued - and the material mattering of learning.
In this innovative conception of relational pedagogies, Gravett
offers a broad and rich reworking of our understanding of
relationality, offering fresh ways in which we might understand and
conduct higher education theory and practice.
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