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Early childhood education in Western society has come under
increasing scrutiny by governments that see early education as an
important factor in economic growth and development. Thus, social
traditions in the field are increasingly giving way to an
intensified focus on marketization and regulation, but with a
corresponding diminishing concern for ethics and social
participation. Drawing on the work of contemporary French
philosopher Paul Ricoeur, Sandy Farquhar analyzes the problematic
way in which we become who we are and the discourse that surrounds
that learning. The book explores the ethical basis of identity
formation in early childhood education and seeks fresh alternatives
to commonly accepted perspectives on social policy, education, and
the nature of our 'selves.' Farquhar uses Aotearoa New Zealand
bicultural curriculum and policy context as examples for developing
the theme of curriculum as a contest of ideas and a powerful form
of resistance. Promoting the importance of narrative in
understanding identity formation, the book elaborates on
contemporary themes of difference, ethics, and social justice,
calling for a revitalized sense of liberalism and social democracy.
In recent years, new discourses have emerged to inform the
philosophy and pedagogy of early childhood. This collection brings
together contributions from leading scholars in early childhood
education, and each chapter engages with the critical task of
reformulating early childhood education and the philosophy of the
child with a specific focus on pedagogy. The contributors to
Philosophy and Pedagogy of Early Childhood explore pedagogy through
a philosophical lens, and discuss themes including
intersubjectivity, alterity, ethics, and creative experience.
Although these themes are addressed in very different ways, each
invokes a call to teachers to consider their own position in the
dialogical process of learning, and suggests that pedagogy is
necessarily situated, provisional, compositional, and discursive.
Such critical and philosophical inquiry is a welcome antidote in an
era of pedagogical certainty and standards-based agendas. This book
was originally published as a special issue of Educational
Philosophy and Theory.
This book pursues an interdisciplinary approach to open a discourse
on innovative methodologies and practices associated with narrative
and metaphor. Scholars from diverse fields in the humanities and
social sciences report on how they use narrative and/or metaphor in
their scholarship/research to arrive at new ways of seeing,
thinking about and acting in the world. The book provides a range
of methodological chapters for academics and practitioners alike.
Each chapter discusses various aspects of the author's
transformative methodologies and practices and how they contribute
to the lives of others in their field. In this regard, the authors
address traditional disciplines such as history and geography, as
well as professional practices such as counselling, teaching and
community work.
In recent years, new discourses have emerged to inform the
philosophy and pedagogy of early childhood. This collection brings
together contributions from leading scholars in early childhood
education, and each chapter engages with the critical task of
reformulating early childhood education and the philosophy of the
child with a specific focus on pedagogy. The contributors to
Philosophy and Pedagogy of Early Childhood explore pedagogy through
a philosophical lens, and discuss themes including
intersubjectivity, alterity, ethics, and creative experience.
Although these themes are addressed in very different ways, each
invokes a call to teachers to consider their own position in the
dialogical process of learning, and suggests that pedagogy is
necessarily situated, provisional, compositional, and discursive.
Such critical and philosophical inquiry is a welcome antidote in an
era of pedagogical certainty and standards-based agendas. This book
was originally published as a special issue of Educational
Philosophy and Theory.
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