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For more than three decades, Talal Asad has been engaged in a
distinctive critical exploration of the conceptual assumptions that
govern the West's knowledges-especially its disciplinary and
disciplining knowledges-of the non-Western world. The essays that
make up this volume treat diverse aspects of this remarkable body
of work. Among them: the relationship between colonial power and
academic knowledge; the historical shifts giving shape to the
complexly interrelated categories of the secular and the religious,
and the significance of these shifts in the emergence of modern
Europe; and aspects of human embodiment, including some of the
various ways that pain, emotion, embodied aptitude, and the senses
connect with and structure cultural practices. While the specific
themes and arguments addressed by the individual contributors range
widely, the essays cohere in a shared orientation of both critical
engagement and productive extension. Note that this is not a
festschrift, nor a celebratory farewell, but a series of
engagements with a thinker whose work is in full spate and deserves
to be far better known and understood.
This book provides pragmatic strategies and models for student
assessment and ameliorates the heightened sense of confusion that
too many educators and leaders experience around the complexities
associated with assessment. In particular, it offers guidance to
school and district personnel charged with fair and appropriate
assessment of students who represent a wide variety of abilities
and cultures. Chapters focus on issues that directly impact the
educational lives of teachers, students, parents, and caregivers.
Importantly, the confluence of assessment practices and community
expectations also are highlighted. Assessment is highly politicised
in contemporary society and this book will both confirm and
challenge readers' beliefs and practices. Indeed, discerning
readers will understand that the chapters offer them a bridge from
many established assessment paradigms to pragmatic, ethical
solutions that align with current expectations for schools and
districts. In Part One, readers engage with concepts and skills
needed by school learning leaders to guide optimal assessment
practices. Part Two delves into student assessment within and
across disciplines. Part Three provides pragmatic approaches that
address assessment in the context of inclusive intercultural
education, pluralism, and globalisation.
This book provides pragmatic strategies and models for student
assessment and ameliorates the heightened sense of confusion that
too many educators and leaders experience around the complexities
associated with assessment. In particular, it offers guidance to
school and district personnel charged with fair and appropriate
assessment of students who represent a wide variety of abilities
and cultures. Chapters focus on issues that directly impact the
educational lives of teachers, students, parents, and caregivers.
Importantly, the confluence of assessment practices and community
expectations also are highlighted. Assessment is highly politicised
in contemporary society and this book will both confirm and
challenge readers' beliefs and practices. Indeed, discerning
readers will understand that the chapters offer them a bridge from
many established assessment paradigms to pragmatic, ethical
solutions that align with current expectations for schools and
districts. In Part One, readers engage with concepts and skills
needed by school learning leaders to guide optimal assessment
practices. Part Two delves into student assessment within and
across disciplines. Part Three provides pragmatic approaches that
address assessment in the context of inclusive intercultural
education, pluralism, and globalisation.
For more than three decades, Talal Asad has been engaged in a
distinctive critical exploration of the conceptual assumptions that
govern the West’s knowledges—especially its disciplinary and
disciplining knowledges—of the non-Western world. The essays that
make up this volume treat diverse aspects of this remarkable body
of work. Among them: the relationship between colonial power and
academic knowledge; the historical shifts giving shape to the
complexly interrelated categories of the secular and the religious,
and the significance of these shifts in the emergence of modern
Europe; and aspects of human embodiment, including some of the
various ways that pain, emotion, embodied aptitude, and the senses
connect with and structure cultural practices. While the specific
themes and arguments addressed by the individual contributors range
widely, the essays cohere in a shared orientation of both critical
engagement and productive extension. Note that this is not a
festschrift, nor a celebratory farewell, but a series of
engagements with a thinker whose work is in full spate and deserves
to be far better known and understood.
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