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This volume centres the notion of "chance" in education as a key
concept in contemporary education – relating to aspects like
accountability, datafication, or international large-scale
assessments – and discusses the impact that the historical desire
to "tame" this notion has had on present-day educational policy and
practice. Encouraging readers to widen their educational
imagination, chapters combine secondary research from the fields of
cybernetics, systems thinking, and comparative education with
issues of control, prediction, and comparison as ways to tame
chance in education. Using the theoretical lenses of reasoning,
notions, and addendums for legitimacy to foster a critical
awareness of rarely discussed educational matters, the book
explores how these notions are central to the taming of chance
within education. Ultimately, the authors determine the styles of
reasoning that are foundational and frame how we think about, and
act on, education, and thereby address one of the top priorities in
educational policy, politics, and practice today. This timely book,
with its unique perspective on the debates around education, will
be of interest to students, researchers, and scholars in the fields
of education policy and politics, international and comparative
education, and theory of education. Those involved with the
philosophy of education will also find the book valuable.
The book brings together contributions from curriculum history,
cultural studies, visual cultures, and science and technology
studies to explore the international mobilizations of the sciences
related to education during the post-World War Two years. Crossing
the boundaries of education and science studies, it uniquely
examines how the desires of science to actualize a better society
were converted to the search for remaking social life that
paradoxically embodied cultural differences and social divisions.
The book examines how cybernetics and systems theories traveled and
were assembled to turn schools into social experiments and
laboratories for change. Explored are the new comparative
technologies of quantification and the visualization of educational
data used in the methods of mass observation. The sciences not only
about the present but also the potentialities of societies and
people in the psychologies of childhood; concerns for individual
development, growth, and creativity; teacher education; and the
quantification and assessments of educational systems. The book
also explores how the categories and classifications of the
sciences formed at intersections with the humanities, the arts, and
political practices. This informative volume will be of interest to
researchers, academics, and postgraduate students in the fields of
curriculum studies, the history of the social sciences, the history
of education, and cultural studies, and to educators and school
leaders concerned with education policy.
The book brings together contributions from curriculum history,
cultural studies, visual cultures, and science and technology
studies to explore the international mobilizations of the sciences
related to education during the post-World War Two years. Crossing
the boundaries of education and science studies, it uniquely
examines how the desires of science to actualize a better society
were converted to the search for remaking social life that
paradoxically embodied cultural differences and social divisions.
The book examines how cybernetics and systems theories traveled and
were assembled to turn schools into social experiments and
laboratories for change. Explored are the new comparative
technologies of quantification and the visualization of educational
data used in the methods of mass observation. The sciences not only
about the present but also the potentialities of societies and
people in the psychologies of childhood; concerns for individual
development, growth, and creativity; teacher education; and the
quantification and assessments of educational systems. The book
also explores how the categories and classifications of the
sciences formed at intersections with the humanities, the arts, and
political practices. This informative volume will be of interest to
researchers, academics, and postgraduate students in the fields of
curriculum studies, the history of the social sciences, the history
of education, and cultural studies, and to educators and school
leaders concerned with education policy.
New Practices of Comparison, Quantification and Expertise in
Education discusses contemporary trends and activities related to
comparisons and quantifications. It aims to help scholars to
conduct empirically based research on how comparisons and
quantifications are instituted in practice at different levels in
the educational system. The book furthers discussions on policy by
looking at the kinds of activities that comparisons and
quantifications lead to at an international, regional and national
level. Most of the book's chapters are based on empirical research
conducted in different research projects. The book thus brings all
these projects together and discusses them as activities promoted
by the reasoning of comparisons and quantifications. New Practices
of Comparison, Quantification and Expertise in Education will be of
great interest to academics, researchers and post-graduate students
in the fields of comparative education, curriculum research and
policy studies. It will also appeal to those in the fields of
teacher education, including student teachers.
New Practices of Comparison, Quantification and Expertise in
Education discusses contemporary trends and activities related to
comparisons and quantifications. It aims to help scholars to
conduct empirically based research on how comparisons and
quantifications are instituted in practice at different levels in
the educational system. The book furthers discussions on policy by
looking at the kinds of activities that comparisons and
quantifications lead to at an international, regional and national
level. Most of the book's chapters are based on empirical research
conducted in different research projects. The book thus brings all
these projects together and discusses them as activities promoted
by the reasoning of comparisons and quantifications. New Practices
of Comparison, Quantification and Expertise in Education will be of
great interest to academics, researchers and post-graduate students
in the fields of comparative education, curriculum research and
policy studies. It will also appeal to those in the fields of
teacher education, including student teachers.
International statistical comparisons of nations have become
commonplace in the contemporary landscape of education policy and
social science. This book discusses the emergence of these
international comparisons as a particular style of reasoning about
education, society and science. By examining how international
educational assessments have come to dominate much of contemporary
policymaking concerning school system performance, the authors
provide concrete case studies highlighting the preeminent role of
numbers in furthering neoliberal education reform. Demonstrating
how numbers serve as 'rationales' to shape and fashion social
issues, this text opens new avenues for thinking about
institutional and epistemological factors that produce and shape
educational policy, research and schooling in transnational
contexts.
International statistical comparisons of nations have become
commonplace in the contemporary landscape of education policy and
social science. This book discusses the emergence of these
international comparisons as a particular style of reasoning about
education, society and science. By examining how international
educational assessments have come to dominate much of contemporary
policymaking concerning school system performance, the authors
provide concrete case studies highlighting the preeminent role of
numbers in furthering neoliberal education reform. Demonstrating
how numbers serve as 'rationales' to shape and fashion social
issues, this text opens new avenues for thinking about
institutional and epistemological factors that produce and shape
educational policy, research and schooling in transnational
contexts.
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