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This book takes the works of Mikhail Bakhtin as its inspiration in
the contemplation of the potential of dialogic scholarship for
philosophy of education. While Bakhtin's work has been widely
received in educational studies in recent years, the academic
literature does not sufficiently convey the sophistication of his
cultural-historical works. Selected works on the limits and
perspectives of Mikhail Bakhtin are presented in the book. In doing
so, the contributors seek to interpret the work of the Bakhtin
Circle in a complex contemporary world. Layering and drawing from
the many ideas explored by the Circle during their collective
lifetimes and those that influenced their work, each chapter offers
a different dimension of thought concerning issues facing societies
remote (or perhaps not so remote) from the world of
post-revolutionary Russia. In the post-2008 era, during which
financial crises have morphed into global recession and which
characterise growing social inequities, widespread political
instabilities and further environmental decline and resource
depletion, what is needed more than ever is a twenty-first century
Bakhtin, one that is occupied with the distinct challenges our
times present to all of us. The individual contributors to Bakhtin
in the Fullness of Time aim to contribute to a revisioning and
reassessment of Bakhtin, through a diverse series of engagements
with both his legacy and future promise. In contemplating Bakhtin
in the fullness of time, historical perspectives and contributions
must be encountered in a contemporary understanding that will
contribute to philosophy of education today. The chapters in this
book were originally published in the journal Educational
Philosophy and Theory.
The first book in the series Policy and Pedagogy with Under-three
year olds: Cross Disciplinary insights and innovations establishes
a path for the much-needed examination of the experiences of
infants and toddlers in contemporary educational settings across
the globe. Bringing together internationally renowned scholars in
the field, it starts a series of discussions about the positioning
of under-three year olds in contemporary practice and policy
contexts. It takes an in-depth look at what this means for our
understanding of under-three year olds and those who share their
worlds. Featuring some of the most important contemporary topics in
this pedagogical domain, such as care, well-being, belonging,
professionalism and status, the contributors offer a kaleidoscope
of perspectives for contemplating the new normality of very young
children living their lives in group-based early childhood
settings, and what gives rise to their current realities. It also
explores some important policy directions and trends.
The first book in the series Policy and Pedagogy with Under-three
year olds: Cross Disciplinary insights and innovations establishes
a path for the much-needed examination of the experiences of
infants and toddlers in contemporary educational settings across
the globe. Bringing together internationally renowned scholars in
the field, it starts a series of discussions about the positioning
of under-three year olds in contemporary practice and policy
contexts. It takes an in-depth look at what this means for our
understanding of under-three year olds and those who share their
worlds. Featuring some of the most important contemporary topics in
this pedagogical domain, such as care, well-being, belonging,
professionalism and status, the contributors offer a kaleidoscope
of perspectives for contemplating the new normality of very young
children living their lives in group-based early childhood
settings, and what gives rise to their current realities. It also
explores some important policy directions and trends.
Interpreting the voices of under three year olds is central to
early childhood education. Yet entering into their life-worlds is
fraught with challenges and unrealised possibilities. This
ground-breaking book generates a dialogue about the multiple ways
researchers have exploited a range of methods for approaching,
accessing, understanding and interpreting infant voice. Each
chapter explores the kinds of ethical considerations and dilemmas
that may arise in this process. The book itself represents a chorus
of international voices (researchers, children, teachers and
parents), all adding to a discussion about various circumstances,
dilemmas and possibilities involved in doing research with our
youngest. This book is an essential read for researchers and
teachers alike who seek to 'listen' and 'see' very young children
with fresh ears and eyes.
This book provides a philosophical, socio-political and theoretical
understanding of the notion of Becoming in the context of the
related concepts, and in contemplation of the notion of Being.
Deriving from different traditions from various countries, these
concepts act as windows on contemporary early years settings and
communities around the world where adults map out infant becomings.
This book is a valuable resource for early childhood educators,
students, professionals, researchers, and policy makers around the
globe who seek to understand the locatedness of infant becomings in
space and time.
This book provides a philosophical, socio-political and theoretical
understanding of the notion of Becoming in the context of the
related concepts, and in contemplation of the notion of Being.
Deriving from different traditions from various countries, these
concepts act as windows on contemporary early years settings and
communities around the world where adults map out infant becomings.
This book is a valuable resource for early childhood educators,
students, professionals, researchers, and policy makers around the
globe who seek to understand the locatedness of infant becomings in
space and time.
This collection of essays brings Bakhtinian ideas into dialogue
with educational practice across cultural and pedagogical
boundaries. These encounters offer fresh perspectives on
contemporary issues in education, and consider pedagogical
responses that are framed within a dialogic imperative. The book
also pioneers an important discussion about the place of the
Bakhtin Circle in educational philosophy today. Drawing on the
historical and contemporary scholarship that has already taken
place in education to date, the book emphasizes the living nature
of language as intentional acts that take place within learning
relationships. Consideration is given to the wider contexts in
which pedagogy takes place, and shifts the role of the teacher as
expert transmitter of knowledge to dialogic partner in learning.
Bakhtinian Pedagogy is particularly suitable for undergraduate and
postgraduate teacher education courses that focus on pedagogical
studies in early childhood, primary, secondary, and tertiary
learning. It is also a suitable text for educational philosophy
students at postgraduate level.
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