|
Showing 1 - 10 of
10 matches in All Departments
Ted T. Aoki, the most prominent curriculum scholar of his
generation in Canada, has influenced numerous scholars around the
world. "Curriculum in a New Key" brings together his work, over a
30-year span, gathered here under the themes of reconceptualizing
curriculum; language, culture, and curriculum; and narrative.
Aoki's "oeuvre" is utterly unique--a complex interdisciplinary
configuration of phenomenology, post-structuralism, and
multiculturalism that is both theoretically and pedagogically
sophisticated and speaks directly to teachers, practicing and
prospective.
"Curriculum in a New Key: The Collected Works of Ted T. Aoki" is
an invaluable resource for graduate students, professors, and
researchers in curriculum studies, and for students, faculty, and
scholars of education generally.
This book creatively and critically explores the figure of the
flaneur and its place within educational scholarship. The flaneur
is used as a generative metaphor and a prompt for engaging the
unknown through embodied engagement, the politics of space, mindful
walking and ritual. The chapters in this collection explore
sensorial qualities of place and place-making, urban spaces and
places, walking as relational practice, walking as ritual, thinking
photographically, the creative and narrative qualities of
flaneurial walking, and issues of power, gender, and class in
research practices. In doing so, the editors and contributors
examine how flaneurial walking can be viewed as a creative,
relational, place-making practice. Engaging the flaneur as an
influential and recurring historical figure allows and expands upon
generative ways of thinking about educational inquiry. Furthermore,
attending to the flaneur provides a way of provoking researchers to
recognize and consider salient political issues that impact
educational access and equity.
Ted T. Aoki, the most prominent curriculum scholar of his
generation in Canada, has influenced numerous scholars around the
world. "Curriculum in a New Key" brings together his work, over a
30-year span, gathered here under the themes of reconceptualizing
curriculum; language, culture, and curriculum; and narrative.
Aoki's "oeuvre" is utterly unique--a complex interdisciplinary
configuration of phenomenology, post-structuralism, and
multiculturalism that is both theoretically and pedagogically
sophisticated and speaks directly to teachers, practicing and
prospective.
"Curriculum in a New Key: The Collected Works of Ted T. Aoki" is
an invaluable resource for graduate students, professors, and
researchers in curriculum studies, and for students, faculty, and
scholars of education generally.
The focus of this edited book is to evoke and provoke conceptual
conversations between early a/r/tographic publications and the
contemporary scholarship of a/r/tographers publishing and producing
today. Working around four pervasive themes found in a/r/tographic
literature, this volume addresses relationality and renderings,
ethics and embodiment, movement and materiality, and propositions
and potentials. In doing so, it advances concepts that have
permeated a/r/tographic literature to date. More specifically, the
volume simultaneously offers a site where key historical works can
easily be found and at the same time, offer new scholarship that is
in conversation with these historical ideas as they are discussed,
expanded and changed within contemporary contexts. The organizing
themes offer conceptual pivots for thinking through how
a/r/tography was first conceptualized and how it has evolved and
how it might further evolve. Thus, this edited book affords an
opportunity for all those working in and through a/r/tography to
offer refined, revised, revisited or new conceptual understandings
for contemporary scholarship and practice. Part of the Artwork
Scholarship: International Perspectives in Education series.
Provoking the Field invites debate on, and provides an essential
resource for, transnational arts-based scholars engaged in critical
analyses of international visual arts education and its enquiry in
doctoral research. Divided into three parts - doctoral processes,
doctoral practices and doctoral programmes - the volume
interrogates education in both formal and informal learning
environments, ranging from schools to post-secondary institutions
to community and adult education. This book brings together a
global range of authors to examine visual arts PhDs using diverse
theoretical perspectives; innovative arts and hybrid methodologies;
institutional relationships and scholarly practices; and voices
from the field in the form of site-specific cases. A compendium of
leading voices in arts education, Provoking the Field provides a
diverse range of perspectives on arts enquiry, and a comprehensive
study of the state of visual arts PhDs in education.
This book focuses on critical walking and mapping practices through
the research methodology of a/r/tography. Initially establishing
seven global sites for employing movement-based research practices
within culturally conceived a/r/tographic perspectives, the book
builds upon and extends an international community of practice. The
editors and contributors apply public pedagogy through
a/r/tographic and critical walking inquiry, and explore how these
forms may be engaged, understood and expanded globally. The
chapters examine how a/r/tography and walking inquiry can be
practiced, theorised, experienced, extended and conceptualised. The
cartographic perspectives, theoretical positions and conceptual
investigations included in this collection respond to the
fundamental contemporary need for new and fresh models of teaching,
learning and scholarship regarding global and local educational and
social challenges. They offer tangible, aesthetic and rigorous
examples for researchers, educators, community practitioners and
research students to engage with a/r/tography and critical walking
inquiry.
This edited collection offers global perspectives on the
transverse, boundary-blurring possibilities of community arts
education. Invoking ‘transversality’ as an overarching
theoretical framework and a methodological structure, 55
contributors – community professionals, scholars, artists,
educators and activists from sixteen countries – offer studies
and practical cases exploring the complexities of community arts
education at all levels. Such complexities include challenges
created by globalizing phenomena such as the COVID-19 pandemic;
ongoing efforts to achieve justice for Indigenous peoples;
continuing movement of immigrants and refugees; growing recognition
of issues related to equity, diversity and inclusion in the
workplace; and the increasing impact of grassroot movements and
organizations. Chapters are grouped into four thematic clusters –
Connections, Practices, Spaces and Relations – that map these and
other intersecting assemblages of transversality. Thinking
transversally about community art education not only shifts our
understanding of knowledge from a passive construct to an active
component of social life but redefines art education as a
distinctive practice emerging from the complex relationships that
form community.
This book offers reflections from Arts-Based Educational Research
(ABER) scholars who, since 2005, were awarded the American
Educational Research Association ABER Special Interest Group's
Outstanding Dissertation Award. The book includes essays from ten
awardees who, across diverse artistic disciplines, share how their
ABER careers evolve and succeed-inspiring insights into the
possibilities of ABER. It also examines the essential role of
mentorship in the academy that supports and expands ABER
scholarship. Drawing from dissertation exemplars in the field, this
book allows readers to look at how ABER scholars learn with the
world while creatively researching and teaching in innovative ways
The focus of this edited book is to evoke and provoke conceptual
conversations between early a/r/tographic publications and the
contemporary scholarship of a/r/tographers publishing and producing
today. Working around four pervasive themes found in a/r/tographic
literature, this volume addresses relationality and renderings,
ethics and embodiment, movement and materiality, and propositions
and potentials. In doing so, it advances concepts that have
permeated a/r/tographic literature to date. More specifically, the
volume simultaneously offers a site where key historical works can
easily be found and at the same time, offer new scholarship that is
in conversation with these historical ideas as they are discussed,
expanded and changed within contemporary contexts. The organizing
themes offer conceptual pivots for thinking through how
a/r/tography was first conceptualized and how it has evolved and
how it might further evolve. Thus, this edited book affords an
opportunity for all those working in and through a/r/tography to
offer refined, revised, revisited or new conceptual understandings
for contemporary scholarship and practice. Part of the Artwork
Scholarship: International Perspectives in Education series.
This edited collection offers global perspectives on the
transverse, boundary-blurring possibilities of community arts
education. Invoking ‘transversality’ as an overarching
theoretical framework and a methodological structure, 55
contributors – community professionals, scholars, artists,
educators and activists from sixteen countries – offer studies
and practical cases exploring the complexities of community arts
education at all levels. Such complexities include challenges
created by globalizing phenomena such as the COVID-19 pandemic;
ongoing efforts to achieve justice for Indigenous peoples;
continuing movement of immigrants and refugees; growing recognition
of issues related to equity, diversity and inclusion in the
workplace; and the increasing impact of grassroot movements and
organizations. Chapters are grouped into four thematic clusters –
Connections, Practices, Spaces and Relations – that map these and
other intersecting assemblages of transversality. Thinking
transversally about community art education not only shifts our
understanding of knowledge from a passive construct to an active
component of social life but redefines art education as a
distinctive practice emerging from the complex relationships that
form community.
|
You may like...
Past Lives
Greta Lee, Teo Yoo
DVD
(1)
R204
Discovery Miles 2 040
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|