|
Showing 1 - 3 of
3 matches in All Departments
This book brings in the focus on the borders between different
contexts that need to be crossed, in the process of education.
Despite the considerable efforts of various groups of researchers
all over the world, it does not seem that traditional educational
psychology has succeeded in illuminating the complex issues
involved in the school-family relationship. From a methodological
perspective, there is no satisfactory explanation of the connection
between representations and actual practice in educational
contexts. Crossing Boundaries is an invitation to cultural
psychology of educational processes to overcome the limits of
existing educational psychology. Emphasising social locomotion and
the dynamic processes, the book tries to capture the ambiguous
richness of the transit from one context to another, of the
symbolic perspective that accompanies the dialogue between family
and school, of practices regulating the interstitial space between
these different social systems. How do family and school fill,
occupy, circulate, avoid or strategically use this space in
between? What discourses and practices saturate this Border Zone
and/or cross from one side to the other? Crossing Boundaries
gathers contributions with the clear aim of documenting and
analysing what happens at points of contact between family culture
and scholastic/educational culture from the perspective of everyday
life. This book is in itself an attempt to cross the border between
the ""theorising on the borders"" (and how "the outside world" and
"the others" are perceived from a certain point of view) and "the
practices"" that characterises the school-home interaction.
This book explores the vibrant progress of research in the social
development of thinking and learning. The notion of "the thinking
space" has been proposed by Anne-Nelly Perret-Clermont (2004) to
designate the social and situated nature of thinking. This edited
book gathers leading scholars in social and cultural approaches to
learning and thinking who share such initial assumption, and have
explored its implications in the fields of elementary and higher
education, in science and literature, with a wide diversity of
population, and also out of the classroom, in the psychologists'
office or in adult's mutual teaching. This book offers a unique
overview of a largely European tradition of scholarship retracing
its roots in the post-piagetian and vygotskian heritage, it
explores the many facets of this tradition and opens new horizons
for future research. Doing so, it highlights the heuristic power of
an approach that considers learning and thinking as an active,
shared and situated endeavor.
This book brings in the focus on the borders between different
contexts that need to be crossed, in the process of education.
Despite the considerable efforts of various groups of researchers
all over the world, it does not seem that traditional educational
psychology has succeeded in illuminating the complex issues
involved in the school-family relationship. From a methodological
perspective, there is no satisfactory explanation of the connection
between representations and actual practice in educational
contexts. Crossing Boundaries is an invitation to cultural
psychology of educational processes to overcome the limits of
existing educational psychology. Emphasising social locomotion and
the dynamic processes, the book tries to capture the ambiguous
richness of the transit from one context to another, of the
symbolic perspective that accompanies the dialogue between family
and school, of practices regulating the interstitial space between
these different social systems. How do family and school fill,
occupy, circulate, avoid or strategically use this space in
between? What discourses and practices saturate this Border Zone
and/or cross from one side to the other? Crossing Boundaries
gathers contributions with the clear aim of documenting and
analysing what happens at points of contact between family culture
and scholastic/educational culture from the perspective of everyday
life. This book is in itself an attempt to cross the border between
the ""theorising on the borders"" (and how "the outside world" and
"the others" are perceived from a certain point of view) and "the
practices"" that characterises the school-home interaction.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Poor Things
Emma Stone, Mark Ruffalo, …
DVD
R449
R329
Discovery Miles 3 290
|