|
Showing 1 - 4 of
4 matches in All Departments
For anyone studying childhood or families a consideration of the
state may not always seem obvious, yet a good critical knowledge of
politics, social policy and social theory is vital to understanding
their impacts upon families' everyday lives. Accessibly written and
assuming no prior understanding, it shows how key concepts,
including vulnerability, risk, resilience, safeguarding and
wellbeing are socially constructed. Carefully designed to support
learning, it provides students with clear guidance on how to use
what they have read when writing academic assignments alongside
questions designed to support the develop of critical thinking
skills. Covering issues from what the family is within a
multicultural society, through issues around poverty, social
mobility and life-chances, this book gives students an excellent
grounding in matters relating to work with children and families.
It features: * 'using this chapter' sections showing how the
content can be used in assignments; * tips on applying critical
thinking to books and articles - and how to make use of such
thinking in essays; * further reading.
For anyone studying childhood or families a consideration of the
state may not always seem obvious, yet a good critical knowledge of
politics, social policy and social theory is vital to understanding
their impacts upon families' everyday lives. Accessibly written and
assuming no prior understanding, it shows how key concepts,
including vulnerability, risk, resilience, safeguarding and
wellbeing are socially constructed. Carefully designed to support
learning, it provides students with clear guidance on how to use
what they have read when writing academic assignments alongside
questions designed to support the develop of critical thinking
skills. Covering issues from what the family is within a
multicultural society, through issues around poverty, social
mobility and life-chances, this book gives students an excellent
grounding in matters relating to work with children and families.
It features: * 'using this chapter' sections showing how the
content can be used in assignments; * tips on applying critical
thinking to books and articles - and how to make use of such
thinking in essays; * further reading.
This book evaluates contemporary approaches to education, with a
particular focus on the ways in which assessment shapes the
educational experience and influences pupils and students. It
adopts a critical approach, arguing that there is a need for
students to develop critical thinking skills, be flexible and have
the capacity for originality. Education has increasingly come to be
seen as a process with qualifications as the output; however, as
economies change, attaining advantage increasingly relies on
creativity and originality. Unfortunately, in the quest to remove
uncertainty from education, creativity and originality are often
overlooked; and the result is that education is impoverished.
Creasy argues here that there is no single factor that has shaped
education and led to this situation; rather, developments within
education can be seen as having been shaped by a range of forces
such as neoliberalism, New Public Management, standardization and
internationalization. This is not to claim any deliberate
undermining of education, but the cumulative effect is that
education is less and less fit for purpose. Written for anyone
involved in education, student, teacher or manager, this book draws
upon Educations Studies, Sociology and Social Policy to offer a
compelling critique of contemporary education.
This book explores the links between recent reports of increasing
levels of unhappiness and mental health problems amongst children
and young people, and changes within childhood which restrict and
reduce opportunities for children to develop and maintain
resilience. Although in academic terms children may be viewed as
beings, Creasy and Corby posit that there is much to suggest that
for parents, practitioners and policy-makers, children are
primarily seen as becomings. The book argues that viewing children
as becomings, together with the idea that childhood is fraught with
danger, contributes to practices and policies which can be seen as
making childhood tame. This taming of childhood leads to an
impoverished childhood that does not provide the space that
children need to grow and develop. Furthermore, Taming Childhood?
challenges the idea that young adults are 'snowflakes', unable to
cope with everyday pressures. Students and scholars across a range
of social science disciplines will find this book of interest.
|
|