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Offering a vital, critical contribution to discussions on current
perspectives, practices and assumptions on Islamic education, this
book explores the topic through a wide range of diverse
perspectives and experiences. This volume challenges current
assumptions around what is known as Islamic education and examines
issues around educational leadership based on Islamic principles to
confront xenophobia and Islamophobia in educational systems,
policies and practices. Arguing for a new term to enter the
discourse - 'Islamic-based' educational leadership - chapters
approach the issue through critical reflexivity and diverse
perspectives, addressing issues such as the higher education of
immigrant students around the globe and the rising tensions in
Muslim and non-Muslim populations. Exploring topics ranging from
the leverage of leadership to religious education, this text brings
together a wide range of case studies, experiences and examinations
to shed light to the different approaches of Islamic-based
educational leadership, administration and management. This book
will support researchers, doctoral students and scholars involved
with multicultural education, school leadership and management
studies, and education policy and politics more widely to explore
new theories and practices that pave the way for future educational
systems to meet faith-based demand in the school choice era.
Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
Curriculum Windows: What Curriculum Theorists of the 1990s Can
Teach Us about Schools and Society Today is an effort by students
of curriculum studies, along with their professor, to interpret and
understand curriculum texts and theorists of the 1990s in
contemporary terms. The authors explore how key books/authors from
the curriculum field of the 1990s illuminate new possibilities
forward for us as scholar educators today: How might the theories,
practices, and ideas wrapped up in curriculum texts of the 1990s
still resonate with us, allow us to see backward in time and
forward in time - all at the same time? How might these figurative
windows of insight, thought, ideas, fantasy, and fancy make us
think differently about curriculum, teaching, learning, students,
education, leadership, and schools? Further, how might they help us
see more clearly, even perhaps put us on a path to correct the
mistakes and missteps of intervening decades and of today? The
chapter authors and editor revisit and interpret several of the
most important works in the curriculum field of the 1990s. The
book's Foreword is by renowned curriculum theorist William H.
Schubert.
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