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Offering an alternative to the failing models of educational
leadership, this book places school management at the centre of
debates on practice and pedagogy. Shifting the ideal away from
corporate business models of management, it provides suggestions
for school administrators and leaders to redefine their practice.
Offering an alternative to the failing models of educational
leadership, this book places school management at the centre of
debates on practice and pedagogy. Shifting the ideal away from
corporate business models of management, it provides suggestions
for school administrators and leaders to redefine their practice.
Teaching Values is the first radical response to honestly and fully enter the ongoing debate over values in contemporary education. Scapp addresses controversial issues from a broad, progressive and postmodern perspective, offering readers the critical analyses crucial to beginning a sophisticated dialogue about values-based education. Grounding theoretical knowledge in practical examples, the book examines a range of topics, from multicultural education to the impact of postmodernism on contemporary pedagogy and from power in the classroom to question of masculinity. This provocative work combines intellectual rigor and theoretical nuance with practical know-how for the teacher.
Teaching Values is the first radical response to honestly and fully enter the ongoing debate over values in contemporary education. Scapp addresses controversial issues from a broad, progressive and postmodern perspective, offering readers the critical analyses crucial to beginning a sophisticated dialogue about values-based education. Grounding theoretical knowledge in practical examples, the book examines a range of topics, from multicultural education to the impact of postmodernism on contemporary pedagogy and from power in the classroom to question of masculinity. This provocative work combines intellectual rigor and theoretical nuance with practical know-how for the teacher.
This book continues the exploration of themes either neglected or
devalued by others working in the field of philosophy and culture.
The authors in this volume consider the domain of travel from the
broadest and most diverse of philosophical perspectives, covering
everyday topics ranging from commuting and vacation travel to
immigration and forced relocation. Our time in transit, our
being in transit, and our time at rest, whether by choice or edict,
has always been at issue, always been at play (and has always been
in motion, if you will), for our species. The essays collected here
explore the possibilities of the material impact of being able to
move or stay put, as well as being forced to go or prevented from
leaving.
This book continues the exploration of themes either neglected or
devalued by others working in the field of philosophy and culture.
The authors in this volume consider the domain of travel from the
broadest and most diverse of philosophical perspectives, covering
everyday topics ranging from commuting and vacation travel to
immigration and forced relocation. Our time in transit, our being
in transit, and our time at rest, whether by choice or edict, has
always been at issue, always been at play (and has always been in
motion, if you will), for our species. The essays collected here
explore the possibilities of the material impact of being able to
move or stay put, as well as being forced to go or prevented from
leaving.
This book is an appeal to those directly and indirectly involved in
education reform to reconsider the very nature of education as a
process of transformation and not, as the neoliberal corporate
model insists upon, as a "product." By using Paulo Freire's
fundamental principle of understanding "education as the practice
of freedom," and expanding upon it with bell hooks' own spiritual
understanding of that principle, this book offers readers the
opportunity to rethink what education is, and what it is not.
Utilizing the work of diverse thinkers and critics, the book lays
out a criticism of neoliberalism's profound influence on education
reform and our culture generally. It reaffirms the political and
ethical import of education for individuals and for our nation as a
whole.
A Question of Voice: Philosophy and the Search for Legitimacy
offers an explicit and comprehensive consideration of voice as a
complex of rethinking aspects of the history of philosophy through
issues of power, as well as contemporary issues that include and
involve the desire for and the dynamics of legitimacy, for
individuals and communities. By identifying voice as a significant
theme and means by which and through which we might better engage
some important philosophical questions, Ron Scapp hopes to expand
traditional philosophical discussion and discourse regarding
questions about validity, legitimacy, empathy, and solidarity. He
offers an innovative perspective that is informed and guided by
multiculturalism, ethnic studies, queer studies, feminism, and
thinkers and critics such as bell hooks, Barbara Christian, Angela
Davis, Jacques Derrida, Michel Foucault, among others. A Question
of Voice is an American investigation, but also suggests questions
that emanate from contemporary continental thought as well as
issues that arise from transnational perspectives-an approach that
is motived by doing philosophy in an age of multiculturalism.
Etiquette, the field of multifarious I prescriptions governing
comportment in life's interactions, has generally I been neglected
by philosophers, who may be inclined to dismiss it as trivial, most
specifically in contrast to ethics. Philosophy tends to grant
absolute privilege to ethics over etiquette, placing the former
alongside all of the traditional values favored by metaphysics
[order, truth, rationality, mind, masculinity, depth, reality),
while consigning the latter to metaphysics' familiar, divisive list
of hazards and rejects (arbitrariness, mere opinion, irrationality,
the body, femininity, surface, appearance). Addressing a broad
range of subjects, from sexuality, clothes, and cell phones to
hip-hop culture, bodybuilding, and imperialism, the contributors to
Etiquette challenge these traditional values--"not in order to
favor etiquette over ethics, but to explore the various ways in
which practice subtends theory, in which manners are morals, and in
which ethics, the practice of living a good life, has always
depended upon the graceful relations for which etiquette provides
the armature.
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