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Paulo Freire Centennial
Greg William Misiaszek, Lauren Ila Misiaszek
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R4,126
Discovery Miles 41 260
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Ships in 12 - 17 working days
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On the occasion of the centennial of Paulo Freire’s birth in
September 2021 and of fifty years since the initial publication of
his seminal work, Pedagogy of the Oppressed, this book focuses on
how scholars continue to reinvent his work across geographic and
thematic contexts. Reinvention is specifically used because Freire
vehemently opposed simply repeating his work, calling on scholars
to instead meaningfully recontextualize it. The book illustrates
how without critical, contextual reinvention, teaching cannot lead
to praxis – students’ critical reflexivity about how to make a
better world and sustainable planet. The chapter authors’
explorations of past, present, and future-looking praxis, including
their own, offer foundations, histories, possibilities, challenges,
and examples of reinventing Freire’s work. It is work that
counters fatalistic teaching that reproduces and justifies
oppressions. In Pedagogy of Indignation, Freire stated that
students should be educated to “dream of constant reinvention of
the world, the dream of liberation, thus the dream of a less ugly
society, one less mean-only dream of human beings' silent
adaptation to a reality considered untouchable.” Readers will
have the opportunity to understand how reinventions of Freire’s
work continue to commit to these crucial goals. This book was
originally published as a special issue of the journal Educational
Philosophy and Theory.
Higher education increasingly entails a crossing of national,
linguistic and cultural boundaries. Recent years have seen
significant expansion in the sector around transnational education
and online learning, with students, academic staff, educational
programmes and even institutions all ever-more mobile. This
expansion is usually seen in unproblematic terms, with economic
growth the main priority in view. The challenge that is entailed in
pursuing social justice in the face of such global expansion,
however, should not be underestimated. This book subjects to
critical scrutiny the uncertainties that are associated with
internationalised higher education. It explores how the agency of
teachers, other members of staff and students is mediated by
experiences of inclusion and exclusion. Physical or virtual
movement around the globe may have become more straightforward in
recent years, but the same cannot be said of intercultural
relations in classrooms. Challenges can be expected where concerns,
projects and practices of students are pursued in an unfamiliar
cultural setting, or where agency crosses over more than one
cultural system. Finally, mobility often throws up situations in
which privileges are accompanied by distressing challenges. The
book teases out the implications of all these issues for teaching
in higher education. It will be of interest to researchers and
advanced students of education, politics, sociology, human
geography and social work. This book was originally published as a
special issue of the journal, Teaching in Higher Education.
With a focus on the Global South, this book argues that awareness
and discussion of the politics of equity and inclusion in global
citizenship education (GCE) research are essential to the future of
nuanced and effective research in this area. The book explores the
notion of heavily regulated hard spaces to examine areas of
institutional blindness and reflects on ways to negotiate the issue
of sensitivity in an institutional context, exploring how one's
sensitivity relates to pedagogy and ethics. Through this in-depth
metadiscussion of GCE research, the book provides a complex
portrait of unique challenges in this domain and explores the
nuanced experience of navigating temporal intersections of the
global, the citizen, and education in geographically and
thematically obstacled spaces. This book will be of great interest
to researchers, policymakers, academics and postgraduate students
in the fields of global education, comparative education, and
educational policy.
With a focus on the Global South, this book argues that awareness
and discussion of the politics of equity and inclusion in global
citizenship education (GCE) research are essential to the future of
nuanced and effective research in this area. The book explores the
notion of heavily regulated hard spaces to examine areas of
institutional blindness and reflects on ways to negotiate the issue
of sensitivity in an institutional context, exploring how one's
sensitivity relates to pedagogy and ethics. Through this in-depth
metadiscussion of GCE research, the book provides a complex
portrait of unique challenges in this domain and explores the
nuanced experience of navigating temporal intersections of the
global, the citizen, and education in geographically and
thematically obstacled spaces. This book will be of great interest
to researchers, policymakers, academics and postgraduate students
in the fields of global education, comparative education, and
educational policy.
Comparative Education Emergent Trends: The Dialectic of the Global
and the Local addresses the changes and multiple new topics that
intervene in education vis a vis processes of globalization, social
transformation, and the challenges to education. As such, it
complements and expands the scope of the 5th edition of Comparative
Education. Chapters systematically examine the intersecting global
crises in society and education occasioned by COVID-19, across
types and levels of education, geographic and linguistic contexts,
and fields of theory and practice. Topics addressed include the
African ethic Ubuntu, Global Citizenship Education (GCE), UNESCO,
STEM, teacher education, low-fee schools, social movements and
protest, ecopedagogy, sustainability, media and technology,
testing, and economics of education. Furthermore, this book offers
some insight in how education systems can contribute to
environmental social justice. Various authors, as with those in the
5th edition of Comparative Education, employ
social-justice-oriented ways of viewing the global-regional-local
dialectics that shape working of education systems with regard to
who pays and who benefits from current policy initiatives around
the world.
Now in its 5th edition, Comparative Education: The Dialectic of the
Global and the Local has established itself as the state-of-the
art, comprehensive as well as complex framework for taking into the
dynamic interactions of local, national, regional, and
transnational interactions shaping education systems around the
world. Our theoretical and methodological strategy for this volume
has proven effective as a standard textbook for introducing the
field of comparative education from various theoretical and
methodological perspectives.The 5th edition welcomes Lauren
Misasziek of Beijing National University as co-editor.
Now in its 5th edition, Comparative Education: The Dialectic of the
Global and the Local has established itself as the state-of-the
art, comprehensive as well as complex framework for taking into the
dynamic interactions of local, national, regional, and
transnational interactions shaping education systems around the
world. Our theoretical and methodological strategy for this volume
has proven effective as a standard textbook for introducing the
field of comparative education from various theoretical and
methodological perspectives.The 5th edition welcomes Lauren
Misasziek of Beijing National University as co-editor.
Comparative Education Emergent Trends: The Dialectic of the Global
and the Local addresses the changes and multiple new topics that
intervene in education vis a vis processes of globalization, social
transformation, and the challenges to education. As such, it
complements and expands the scope of the 5th edition of Comparative
Education. Chapters systematically examine the intersecting global
crises in society and education occasioned by COVID-19, across
types and levels of education, geographic and linguistic contexts,
and fields of theory and practice. Topics addressed include the
African ethic Ubuntu, Global Citizenship Education (GCE), UNESCO,
STEM, teacher education, low-fee schools, social movements and
protest, ecopedagogy, sustainability, media and technology,
testing, and economics of education. Furthermore, this book offers
some insight in how education systems can contribute to
environmental social justice. Various authors, as with those in the
5th edition of Comparative Education, employ
social-justice-oriented ways of viewing the global-regional-local
dialectics that shape working of education systems with regard to
who pays and who benefits from current policy initiatives around
the world.
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