Indirect Education discusses direct and indirect pedagogies and the
complexities of these concepts within the field of education
practice and research. It addresses the question of when it is most
beneficial to be indirect with regard to teaching and educational
research. The book offers an original approach to education in how
it reasserts our right to a sense of ownership and agency in
educational explorations. It argues that there should be space for
indirect ways of teaching and communication when matters without
clear answers and objectives enter the educational sphere. Bringing
together a mix of empirical studies presented with a degree of
storytelling, the book explores the literature of educational
theory to make a novel and relatable argument for making space for
indirectness in learning contexts. Putting forward a compelling
case that is necessary for education in the difficult times that we
are living in, the book will appeal to academics, researchers and
students in the fields of educational theory, pedagogy, leadership
studies and educational practice. The Open Access version of this
book, available at www.taylorfrancis.com, has been made available
under a Creative Commons Attribution-Non Commercial-No Derivatives
4.0 license.
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