Gert Biesta – författare
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Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.
This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse.
This book will be of great interest for academics, researchers, and post-graduate students in the fields of pedagogy, phenomenology, educational theory, and progressive education.
686 kr
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Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.
This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse.
This book will be of great interest for academics, researchers, and post-graduate students in the fields of pedagogy, phenomenology, educational theory, and progressive education.
615 kr
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This book makes an intervention in a long-standing discussion by arguing that education should be world-centred rather than child-centred or curriculum-centred. This is not just because education should provide students with the knowledge and skills to act effectively in the world, but is first and foremost because the world is the place where our existence as human beings takes place.
In the seven chapters in this book Gert Biesta explores in detail what an existential orientation to education entails and why this should be an urgent concern for education today. He highlights the importance of teaching, not understood as the transmission of knowledge and skills but as an act of (re)directing the attention of students to the world, so that they may encounter what the world is asking from them. The book thus shows why teaching matters for education. It also highlights the unique position of the school as the place where the new generation is given the time to meet the world and meet themselves in relation to the world. The extent to which society is still willing to make this time available, is an important indicator of its democratic quality.
This important text demonstrates, not only to academics, but also to students, teachers, school administrators, and teacher educators, the urgency of a world-centred orientation for education today.
615 kr
Läs direkt efter köp
This book makes an intervention in a long-standing discussion by arguing that education should be world-centred rather than child-centred or curriculum-centred. This is not just because education should provide students with the knowledge and skills to act effectively in the world, but is first and foremost because the world is the place where our existence as human beings takes place.
In the seven chapters in this book Gert Biesta explores in detail what an existential orientation to education entails and why this should be an urgent concern for education today. He highlights the importance of teaching, not understood as the transmission of knowledge and skills but as an act of (re)directing the attention of students to the world, so that they may encounter what the world is asking from them. The book thus shows why teaching matters for education. It also highlights the unique position of the school as the place where the new generation is given the time to meet the world and meet themselves in relation to the world. The extent to which society is still willing to make this time available, is an important indicator of its democratic quality.
This important text demonstrates, not only to academics, but also to students, teachers, school administrators, and teacher educators, the urgency of a world-centred orientation for education today.
647 kr
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This book explores democratic possibilities for education after the critique of the impact of neo-liberalism on educational policy and practice. Together, the authors investigate the contours of a ‘new publicness’ of education.
This edited volume refers to well-established critiques that expose how neoliberal governance has normalised the privatisation of public life and undermined the public nature of education. Through historical reconstruction, theoretical exploration, and analyses of educational policies and practices, chapters take a novel approach by investigating democratic possibilities within and beyond the current neoliberal hegemony in education. Covering a range of educational settings – from early childhood education through to higher and professional education – chapters spotlight the Irish educational and political context, as well as exploring international implications.
Ultimately, this book opens up new avenues for discussion around public education and its future, and will therefore be of great interest to researchers and students in the fields of educational theory, education politics, educational policy and democratic education.
647 kr
Läs direkt efter köp
This book explores democratic possibilities for education after the critique of the impact of neo-liberalism on educational policy and practice. Together, the authors investigate the contours of a ‘new publicness’ of education.
This edited volume refers to well-established critiques that expose how neoliberal governance has normalised the privatisation of public life and undermined the public nature of education. Through historical reconstruction, theoretical exploration, and analyses of educational policies and practices, chapters take a novel approach by investigating democratic possibilities within and beyond the current neoliberal hegemony in education. Covering a range of educational settings – from early childhood education through to higher and professional education – chapters spotlight the Irish educational and political context, as well as exploring international implications.
Ultimately, this book opens up new avenues for discussion around public education and its future, and will therefore be of great interest to researchers and students in the fields of educational theory, education politics, educational policy and democratic education.
1 995 kr
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Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses
What constitutes a context for learning?
How do we engage the full resources of learners for learning?
What are the relationships between different learning contexts?
What forms of teaching can most effectively mobilise learning across contexts?
How do we methodologically and theoretically conceptualise contexts for learning?
Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.