George H. Richardson – författare
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3 produkter
3 produkter
Del 197 - Counterpoints
Death of the Good Canadian
Teachers, National Identities, and the Social Studies Curriculum
Häftad, Engelska, 2002
341 kr
Skickas inom 5-8 vardagar
This book documents the failed attempt of successive social studies curriculum to create a sustainable mythic structure of Canadian identity, and it situates teachers in the uneasy space between the modernist concepts of national identity prescribed in the curriculum and the lived world of the classrooms they experience daily. In The Death of the Good Canadian, George H. Richardson endeavors to represent the ambivalence of curriculum «delivery» in an era when there is frequently a striking dissonance between the rigid boundaries that the modernist curriculum creates between «national self» and «other,» and the more hybrid and problematic sense of national identity formation as an ongoing process of the articulation of cultural difference, which is suggested by the plural classrooms of the twenty-first century.
Häftad, Engelska, 2006
310 kr
Skickas inom 5-8 vardagar
The discourse of civic education privileges liberal democratic understandings of citizenship. Yet we know that such understandings do not accurately represent the complex, plural, and problematic nature of citizenship in contemporary society. To stimulate discussion about new possibilities for teaching citizenship, this volume brings together the work of Canadian and American curriculum scholars to «trouble» the existing canon of citizenship education. Addressing themes as diverse as gender, sexual orientation, globalization, agency, ontology, and interdisciplinarity, the essays that make up this collection seek to enlarge and expand upon the ways educators, curriculum developers, and policymakers might approach teaching citizenship.
Del 35 - Complicated Conversation
Global Citizenship Education in Post-Secondary Institutions
Theories, Practices, Policies- Foreword by Indira V. Samarasekera
Inbunden, Engelska, 2011
1 127 kr
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Drawing on critical pedagogy, post-colonial analysis, hermeneutic interpretation, and reconceptualist curriculum frameworks, the twenty chapters in this edited collection address, from interrelated perspectives, a gap in the scholarly literature on the theory, practice, and policy of global citizenship and global citizenship education. The book provides readers with analyses and interpretations of the existing state of global citizenship education in post-secondary institutions, and stimulates discussion about the field at a time when there is an intense debate about the current drive to «internationalize» tertiary education and the role global citizenship education should play in that process. International and interdisciplinary in its examination of post-secondary global citizenship education, the book will be useful in courses that focus on policy formation, curriculum development and theorizing in the field.