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Recognition of disadvantage is seen as crucial in preparing
socially just teachers who can recognize and address inequities,
and this engaging guide provides innovative strategies to reflect
on disadvantage. Coupled with its discursive partners, inclusion
and diversity, trainee teachers are asked to engage with theories
of disadvantage, and advised to recognize, support and lead change
for students who historically experience high levels of exclusion
and marginalization. But what does disadvantaged mean? In this
book, the authors draw together international perspectives to
explore the subtle and complex differences produced by the keyword
disadvantage in different geo-political contexts, and look at the
political, historical, social, and cultural significance of the
word. They showcase narratives from the subjects of disadvantage,
including indigenous perspectives. They include standpoints from
immigrants, asylum seekers and refugees and consider the
intersectional nature of disadvantage, for instance, the
experiences of LGBTQI+ groups who are living in poverty.
This book critically explores urgent questions that researchers,
educators, and policy makers need to consider and address in order
to better our understanding and capacity to transform education.
Focusing on areas that underpin the empirical, theoretical, and
strategic research of the Pedagogy, Education and Praxis (PEP)
International Research Network, it discusses the following topics:
the nature of educational praxis; research approaches that
facilitate praxis and praxis development; changing cultural,
social, political and material conditions affecting the educational
practices of teachers; and how good professional practice in
teaching, leading, and professional learning are understood and
experienced. Presenting findings emerging from the Pedagogy,
Education and Praxis research, the book raises new questions and
offers new ways of thinking about the identified issues and themes
in light of current educational concerns and the prevalence of
neoliberal conditions being experienced in educational settings
around the globe. It provides supporting evidence and illustrative
examples to help readers understand important concepts, situations,
and concerns, and brings together intellectual and
cultural-historical traditions that, when considered in relation to
each other, open up critical opportunities and ideas orienting
readers towards future educational transformation.
This open access book is the first of a two-volume series focusing
on how people are being enabled or constrained to live well in
today’s world, and how to bring into reality a world worth living
in for all. The chapters offer unique narratives drawing on the
perspectives of diverse groups such as: asylum-seeking and refugee
youth in Australia, Finland, Norway and Scotland; young climate
activists in Finland; Australian Aboriginal students, parents and
community members; families of children who tube feed in Australia;
and international research students in Sweden. The chapters reveal
not just that different groups have different ideas about a world
worth living in, but also show that, through their collaborative
research initiative, the authors and their research participants
were bringing worlds like these into being. The volume extends an
invitation to readers and researchers in education and the social
sciences to consider ways to foster education that realises
transformed selves and transformed worlds: the good for each
person, the good for humankind, and the good for the community of
life on the planet. The book also includes theoretical
chapters providing the background and rationale behind the notion
of education as initiating people into ‘living well in a world
worth living in'. An introductory chapter discusses the origins of
the concept and the phrase.
Researching Practices Across and Within Diverse Educational Sites
explores the role of educational research in uncertain, risky
times. Researching practices and their consequences transpire
unpredictably, depending on how we set about to understand these
practices. The authors consider the unknowns in research action,
and what promises researchers can keep to their communities as they
embark on research action together. The authors examine how
researching practices come to be constituted within and across
cultural sites through consideration of the onto-epistemological
bases of research action, broadly understood as “doing, through
knowing and being”. Theoretical arguments and empirical examples
of the in-situ development of research practices in Australia,
Canada, Finland and Norway are provided, arising from reflection
upon and dialogue about researching practices with particular
groups. Within each chapter, the authors reflect on how knowledge
production is influenced by how they go about their researching
practices and who or what they regard as knowledge holders. These
examples enable readers to reflect on their researching practices
in different educational settings.
Recognition of disadvantage is seen as crucial in preparing
socially just teachers who can recognize and address inequities,
and this engaging guide provides innovative strategies to reflect
on disadvantage. Coupled with its discursive partners, inclusion
and diversity, trainee teachers are asked to engage with theories
of disadvantage, and advised to recognize, support and lead change
for students who historically experience high levels of exclusion
and marginalization. But what does disadvantaged mean? In this
book, the authors draw together international perspectives to
explore the subtle and complex differences produced by the keyword
disadvantage in different geo-political contexts, and look at the
political, historical, social, and cultural significance of the
word. They showcase narratives from the subjects of disadvantage,
including indigenous perspectives. They include standpoints from
immigrants, asylum seekers and refugees and consider the
intersectional nature of disadvantage, for instance, the
experiences of LGBTQI+ groups who are living in poverty.
This book critically explores urgent questions that researchers,
educators, and policy makers need to consider and address in order
to better our understanding and capacity to transform education.
Focusing on areas that underpin the empirical, theoretical, and
strategic research of the Pedagogy, Education and Praxis (PEP)
International Research Network, it discusses the following topics:
the nature of educational praxis; research approaches that
facilitate praxis and praxis development; changing cultural,
social, political and material conditions affecting the educational
practices of teachers; and how good professional practice in
teaching, leading, and professional learning are understood and
experienced. Presenting findings emerging from the Pedagogy,
Education and Praxis research, the book raises new questions and
offers new ways of thinking about the identified issues and themes
in light of current educational concerns and the prevalence of
neoliberal conditions being experienced in educational settings
around the globe. It provides supporting evidence and illustrative
examples to help readers understand important concepts, situations,
and concerns, and brings together intellectual and
cultural-historical traditions that, when considered in relation to
each other, open up critical opportunities and ideas orienting
readers towards future educational transformation.
This open access book is the first of a two-volume series focusing
on how people are being enabled or constrained to live well in
today’s world, and how to bring into reality a world worth living
in for all. The chapters offer unique narratives drawing on the
perspectives of diverse groups such as: asylum-seeking and refugee
youth in Australia, Finland, Norway and Scotland; young climate
activists in Finland; Australian Aboriginal students, parents and
community members; families of children who tube feed in Australia;
and international research students in Sweden. The chapters reveal
not just that different groups have different ideas about a world
worth living in, but also show that, through their collaborative
research initiative, the authors and their research participants
were bringing worlds like these into being. The volume extends an
invitation to readers and researchers in education and the social
sciences to consider ways to foster education that realises
transformed selves and transformed worlds: the good for each
person, the good for humankind, and the good for the community of
life on the planet. The book also includes theoretical
chapters providing the background and rationale behind the notion
of education as initiating people into ‘living well in a world
worth living in'. An introductory chapter discusses the origins of
the concept and the phrase.
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