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In this collection, Literacy and Learning in Times of Crisis:
Emergent Teaching Through Emergencies, the contributors offer
insights from theoretical, historical, and pedagogical lenses and
these critical insights emerge out of their academic, scholarly,
and personal experiences of teaching during crises. In some cases,
authors have taught while battling COVID, and others have done so
while addressing and acknowledging school-based violence. While
some teach the analysis of the discourse of crisis, others critique
the missteps of policy-making during calamity. More so, some
authors examine the finesse of micro-teaching at emotional levels;
others find the means to develop macro-structures of programmatic
curriculum. Literacy and Learning in Times of Crisis highlights the
educational decision making that educators have used to cope with
the dilemmas that they and their students have faced at the turn of
the millennium. Specifically, contributors to this collection offer
a broad range of experiences, expertise, and engagement with
pedagogy during emergencies that we currently face but also frame
issues of emergencies that will inevitably challenge educators in
the future.
In this collection, Literacy and Learning in Times of Crisis:
Emergent Teaching Through Emergencies, the contributors offer
insights from theoretical, historical, and pedagogical lenses and
these critical insights emerge out of their academic, scholarly,
and personal experiences of teaching during crises. In some cases,
authors have taught while battling COVID, and others have done so
while addressing and acknowledging school-based violence. While
some teach the analysis of the discourse of crisis, others critique
the missteps of policy-making during calamity. More so, some
authors examine the finesse of micro-teaching at emotional levels;
others find the means to develop macro-structures of programmatic
curriculum. Literacy and Learning in Times of Crisis highlights the
educational decision making that educators have used to cope with
the dilemmas that they and their students have faced at the turn of
the millennium. Specifically, contributors to this collection offer
a broad range of experiences, expertise, and engagement with
pedagogy during emergencies that we currently face but also frame
issues of emergencies that will inevitably challenge educators in
the future.
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