|
Showing 1 - 8 of
8 matches in All Departments
This book engages with the writings of W.G. Sebald, mediated by
perspectives drawn from curriculum and architecture, to explore the
theme of unsettling complacency and confront difficult knowledge
around trauma, discrimination and destruction. Moving beyond overly
instrumentalist and reductive approaches, the authors combine
disciplines in a scholarly fashion to encourage readers to stretch
their understandings of currere. The chapters exemplify important,
timely and complicated conversations centred on ethical response
and responsibility, in order to imagine a more just and
aesthetically experienced world. In the analysis of BILDUNG as
human formation, the book illuminates the pertinent lessons to be
learned from the works of Sebald and provokes further
investigations into the questions of memory, grief, and limits of
language. Through its juxtaposition of curriculum and architecture,
and using the prose of Sebald as a prism, the book revitalizes
questions about education and ethics, probes the unsettling of
complacency, and enables conversation around difficult knowledge
and ethical responsibility, as well as offering hope and resolve.
An important intervention in standard approaches to understanding
currere, this book provides essential context for scholars and
educators with interests in the history of education, curriculum
architectural education and practice studies, memory studies,
narrative research, Sebaldian studies, and educational philosophy.
Offering unique theoretical perspectives, autobiographical insights
and narrative accounts from elementary and secondary educators,
this monograph illustrates the need for teachers to engage
critically with counter-stories as they teach to issues including
colonization, war, and genocide. Juxtaposing Pinar's concept of
ethical self-encounters with theories of subjective reconstruction,
multidirectional memory, and autobiographical narration, this rich
volume considers teachers' ethical responsibility to interrogate
the curriculum via self-reflection and self-formation. Using cases
from workshops and classrooms conducted over five years,
Strong-Wilson traces teachers' and students' movement from
"implicated subjects" to "concerned subjects." In doing so, she
challenges the neoliberal dynamics which erode teacher agency. By
working at the intersections of pedagogy, literary theory and
memory studies, this book introduces timely arguments on
subjectivity and ethical responsibility to the field of education
in the Global North. It will prove to be an essential resource for
post-graduate researchers, scholars and academics working with
curriculum theory and pedagogical theory in contemporary education.
Offering unique theoretical perspectives, autobiographical insights
and narrative accounts from elementary and secondary educators,
this monograph illustrates the need for teachers to engage
critically with counter-stories as they teach to issues including
colonization, war, and genocide. Juxtaposing Pinar's concept of
ethical self-encounters with theories of subjective reconstruction,
multidirectional memory, and autobiographical narration, this rich
volume considers teachers' ethical responsibility to interrogate
the curriculum via self-reflection and self-formation. Using cases
from workshops and classrooms conducted over five years,
Strong-Wilson traces teachers' and students' movement from
"implicated subjects" to "concerned subjects." In doing so, she
challenges the neoliberal dynamics which erode teacher agency. By
working at the intersections of pedagogy, literary theory and
memory studies, this book introduces timely arguments on
subjectivity and ethical responsibility to the field of education
in the Global North. It will prove to be an essential resource for
post-graduate researchers, scholars and academics working with
curriculum theory and pedagogical theory in contemporary education.
This book explores how teachers can re-examine their emotional
investments in enacting dominant settler values through changing
their text selection and teaching practices. Based on a
longitudinal qualitative research study conducted by a national
team of literacy scholars in collaboration with practicing literacy
teachers at eight sites across Canada, the book investigates how
groups of teachers, working collaboratively in inquiry groups,
develop and implement curriculum to promote their own and their
students’ understandings of social justice in postcolonial and
settler spaces. In particular, the book highlights the rich and
dynamic landscape of postcolonial authors, illustrators and texts,
the development of culturally- sensitive curricula, and critical
pedagogies possible in addressing contemporary and historical
issues, both local and global. This book is primarily of interest
to literacy scholars, literacy instructors (teacher educators) in
teacher education programs, educational leaders, practicing
teachers from the K-12 spectrum, and school district staff and
policy makers with responsibilities for or interests in the
potential of literacy and literature engagement for social justice
education. The book is also be of interest to postsecondary
educators and teacher educators wishing to use literature in social
justice, anti-racist, and anti-oppressive courses.
|
Memory and Pedagogy (Paperback)
Claudia Mitchell, Teresa Strong-Wilson, Kathleen Pithouse, Susann Allnutt
|
R1,655
Discovery Miles 16 550
|
Ships in 12 - 17 working days
|
Memory work - the conscious remembering and study of individual and
shared memories - is increasingly being acknowledged as a key
pedagogical tool in working with children. Giving students
opportunities and support to remember and study their selves as
individuals and as communities allows them to see their future as
something that belongs to them, and that they can influence in some
way for the better. This edited volume brings together essays from
scholars who are studying the interconnections between pedagogy and
memory in the context of social themes and social inquiry within
educational research. The book provides a range of perspectives on
the social and pedagogical relevance of memory studies to the
educational arena in relation to the themes of memory and method,
revisiting childhood, memory and place, addressing political
conflict, sexuality and embodiment, and inter-generational studies.
|
Memory and Pedagogy (Hardcover)
Claudia Mitchell, Teresa Strong-Wilson, Kathleen Pithouse, Susann Allnutt
|
R4,607
Discovery Miles 46 070
|
Ships in 12 - 17 working days
|
Memory work -- the conscious remembering and study of individual
and shared memories -- is increasingly being acknowledged as a key
pedagogical tool in working with children. Giving students
opportunities and support to remember and study their selves as
individuals and as communities allows them to see their future as
something that belongs to them, and that they can influence in some
way for the better. This edited volume brings together essays from
scholars who are studying the interconnections between pedagogy and
memory in the context of social themes and social inquiry within
educational research. The book provides a range of perspectives on
the social and pedagogical relevance of memory studies to the
educational arena in relation to the themes of memory and method,
revisiting childhood, memory and place, addressing political
conflict, sexuality and embodiment, and inter-generational studies.
This book collects recent and creative theorizing emerging in the
fields of curriculum studies and curriculum theory, through an
emphasis on provoking encounters. Drawn from a return to
foundational texts, the emphasis on an 'encountering' curriculum
highlights the often overlooked, pre-conceptual aspects of the
educational experience; these aspects include the physical,
emotional, and spiritual dimensions of teaching and learning. The
book highlights that immediate components of one's encounters with
education-across formal and informal settings-comprise a large part
of the teaching and learning processes. Chapters offer both close
readings of specific work from the curriculum theory archive, as
well as engagements with cutting-edge conceptual issues across
disciplinary lines, with contributions from leading and emerging
scholars across the field of curriculum studies. This book will be
of great interest to researchers, academics and post-graduate
students in the fields of curriculum studies and curriculum theory.
This book collects recent and creative theorizing emerging in the
fields of curriculum studies and curriculum theory, through an
emphasis on provoking encounters. Drawn from a return to
foundational texts, the emphasis on an 'encountering' curriculum
highlights the often overlooked, pre-conceptual aspects of the
educational experience; these aspects include the physical,
emotional, and spiritual dimensions of teaching and learning. The
book highlights that immediate components of one's encounters with
education-across formal and informal settings-comprise a large part
of the teaching and learning processes. Chapters offer both close
readings of specific work from the curriculum theory archive, as
well as engagements with cutting-edge conceptual issues across
disciplinary lines, with contributions from leading and emerging
scholars across the field of curriculum studies. This book will be
of great interest to researchers, academics and post-graduate
students in the fields of curriculum studies and curriculum theory.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|