Author :
Publisher : BRILL
Page : 285 pages
File Size : 43,67 MB
Release : 2021-08-04
Category : Education
ISBN : 9004468447
This volume focuses on current demands, challenges and expectations facing African higher education institutions in general, and those in South Africa in particular. Subsequently, transformative curricula, pedagogies and epistemologies that define diverse practices of access and inclusion within the context of transformation and decolonisation are explored.
Author : João M. Paraskeva
Publisher : Springer Nature
Page : 404 pages
File Size : 45,21 MB
Release : 2021-10-25
Category : Education
ISBN : 3030774201
Since its original publication, Conflicts in Curriculum Theory has firmly established itself as the key volume that not only advanced alternative ways to think about education and curriculum but also introduced innovative scholarship and a radical conceptual grammar for the field. In this revised second edition, Paraskeva addresses current epistemological shifts and avenues within and beyond counter-dominant Eurocentric curriculum perspectives. In this second edition, which includes a new introduction, he provides a critical examination of the modern Eurocentric curriculum and introduces readers to new theoretically rich concepts of "curriculum momentism," "curriculum involution", and "curriculum Occidentosis", pushing the curriculum debate far beyond the classical Eurocentric matrix.
Author : Keengwe, Jared
Publisher : IGI Global
Page : 370 pages
File Size : 33,14 MB
Release : 2022-05-13
Category : Education
ISBN : 1799895629
Various pedagogies, such as the use of digital learning in education, have been used and researched for decades, but many schools have little to show for these initiatives. This contrasts starkly with technology-supported initiatives in other fields such as business and healthcare. Traditional pedagogies and general digital technology applications have yet to impact education in a significant way that transforms learning. A primary reason for this minimal impact on learning is that digital technologies have attempted to make traditional instructional processes more efficient rather than using a more appropriate paradigm for learning. As such, it is important to look at digital technology as a partner and use transformative applications to become partners with students (not teachers) to empower their learning process both in and out of school. The Handbook of Research on Transformative and Innovative Pedagogies in Education is a comprehensive reference that identifies and justifies the paradigm of transformative learning and pedagogies in education. It provides exemplars of existing transformative applications that, if used as partners to empower student learning, have the potential to dramatically engage students in a type of learning that better fits 21st century learners. Covering topics such as gamification, project-based learning, and professional development, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, educational administration and faculty, researchers, and academicians seeking pedagogical models that inspire students to learn meaningfully.
Author : A. Stoller
Publisher : Springer
Page : 122 pages
File Size : 27,30 MB
Release : 2014-09-19
Category : Education
ISBN : 1137465247
In Knowing and Learning as Creative Action, Aaron Stoller makes the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of reality, which are contained in the epistemological proposition: 'S knows that p' (SP). To the contrary, Stoller argues that the German conception of Bildung must replace SP thinking as the guiding metaphor of knowing within educational research and practice. Central to this reconstruction is a theory of creative inquiry which claims that knowledge emerges from embodied, social engagement in the world and therefore knowing is a form of creative action. Stoller constructs a new paradigm of knowing and learning as an emergent process of creative making, the goal of which is the cultivation of what he calls maker's knowledge, which is the capacity for and habit of creative action.
Author : M. Gardner
Publisher : Springer
Page : 253 pages
File Size : 27,33 MB
Release : 2008-02-04
Category : Education
ISBN : 0230610579
This collection highlights the experiences of an international group of educators as they explore the art of teaching, the philosophy of learning, and the tensions of working across socially constructed borders.
Author : João M. Paraskeva
Publisher : Palgrave Macmillan
Page : 0 pages
File Size : 21,24 MB
Release : 2011-06-13
Category : Education
ISBN : 9781349294671
This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. Paraskeva embraces a pedagogy of hope championed by Paulo Freire where people become conscious of their capacity to intervene in the world to make it less discriminatory and more humane.
Author : Brian Hudson
Publisher : Bloomsbury Publishing
Page : 257 pages
File Size : 27,62 MB
Release : 2022-01-27
Category : Education
ISBN : 135016710X
Drawing on the idea of powerful knowledge, this book interrogates the epistemic quality of education in schools, in terms of what students are expected to know, make sense of and be able to do through the curriculum. In doing so the authors acknowledge the significance of transformation processes through which specialized knowledge, developed in subject disciplines, is reshaped and re-presented in educational environments. Moving beyond the narrow knowledge vs skills debate of the 20th century, the authors look at how we might democratise and open up access to 'knowledge of the powerful' for all through the school curriculum. Arising from the work of the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), this book draws on studies conducted in a range of national contexts, including from Finland, France, Germany, Norway, Sweden and the UK, and considers the implications for curriculum innovation at policy, programmatic and classroom level.
Author : Erik Malewski
Publisher : Information Age Pub Incorporated
Page : 292 pages
File Size : 39,86 MB
Release : 2011
Category : Education
ISBN : 9781617353468
Epistemologies of Ignorance provide educators a distinct epistemological view on questions of marginalization, oppression, relations of power and dominance, difference, philosophy, and even death among our youth. The authors of this edited collection challenge the ambivalence - ignorance - found in the construction of curriculum, teaching practices, research guidelines, and policy mandates in our schools. Further, ignorance is also considered a necessary by-product of knowledge production. In this sense, the authors explore not only issues of complicity but also issues of oppression in spite of educators' liberatory intentions. While this is the first systematic effort to transfer epistemologies of ignorance to the educational scene, this movement has its roots in race, class, gender, and sexuality studies, particularly the work of Charles Mills, Eve Kosofsky Sedgwick, Shannon Sullivan, and Nancy Tuana. It is our unequivocal belief that, while this is transformative and powerful scholarship, the study of ignorance remains understudied and under-theorized in education scholarship, from curriculum studies and cultural foundations to science education and educational psychology. This collection highlights without apology why this dangerous state of affairs cannot continue.
Author : Linda Hogg
Publisher : Myers Education Press
Page : 318 pages
File Size : 47,55 MB
Release : 2020-10-13
Category : Education
ISBN : 1975503104
Across the globe, students are speaking up, walking out, and marching for social and ecological justice. Despite deficit discourses about students, youth are using their voice and agency to call forth a better world. Will educators respond to this call to stand with students in relational solidarity as co-constructors of a new tomorrow? What is possible when teachers and students engage together in new ways? Pedagogies of With-ness: Students, Teachers, Voice and Agency offers insight into the transformative possibilities of education when enacted as the art of being with. Driven by student voices and their experiences of marginalization, this text takes a clear ethical stance. It asserts that students are both capable and competent. Taking a narrative approach, this book honors academic work that is rooted in educational practice. Expanding beyond traditional conceptions of student voice, chapters engage in meditations on three themes: identity, pedagogy, and partnership. This book is an exploration of with-ness, a way of knowing, being, and acting. By centralizing the all-too-often suppressed wisdom of youth, teachers and researchers engage in new forms of critique and possibility-making with students. Editors reflect on this central theme, exploring the dimensions of such pedagogies of with-ness. Through this book, teachers are invited to imagine pedagogy under this new framework, actively committed to students, their voice, and mutual engagement. Click HERE to watch the editors discuss their book. Perfect for courses such as: Social Foundations | Student-Teacher Partnerships | Secondary Methods | Service Learning Leadership Ethnic Studies | Democracy and Civics | Social Justice and Education | Student Voice in Classrooms/Education | Ethical Issues in Education | Leadership for Social Justice
Author : C.M. Mulcahy
Publisher : Routledge
Page : 224 pages
File Size : 36,83 MB
Release : 2014-12-05
Category : Education
ISBN : 1317932897
Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlights the importance of recognizing opposing conceptualizations of education—some more educationally productive than others— and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as ‘the deep structure of educational thought’, and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis.
