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34 produkter
34 produkter
1 014 kr
Skickas inom 5-8 vardagar
Do the emotional responses of students and to traumatic conflict constitute insurmountable obstacles in peace education efforts? How do hegemonic narratives shape the emotions of ethnic identity and collective memory, and what can be done pedagogically to transform the powerful influence of such narratives and emotions? Can peace education efforts that foreground emotion in critical ways become a productive pedagogical intervention in conflicted societies? Emotion and Traumatic Conflict takes us through an ethnographic journey into a specific site of conflict to show how emotions are entangled with educational efforts towards peacebuilding, healing, and reconciliation. While sociologists, anthropologists, historians, and political scientists have long analyzed the emotional dynamics of conflict and peace, rarely have educators looked into the emotional complexities of traumatic conflict, the impact of emotion in everyday school interactions and pedagogical practices, and the consequences of the role of emotion in what has become known as "critical peace education." This book not only offers an analysis of the emotional consequences of traumatic conflict in schools, it also develops an innovative, compelling, and cross-disciplinary perspective on the entanglement of emotion, power, politics, trauma, healing, and critical education. The book provides a detailed ethnographic analysis of the ideological appropriation of emotions of conflict in schools, yet it pushes boundaries further through a theorization of the consequences of this appropriation and the pedagogical interventions required to challenge, undermine, or subvert this process. Zembylas argues that these pedagogical interventions, rooted in both psychoanalytic and socio-political perspectives of trauma and emotion, ought to engage emotions as critical and transformative forces in peace education. Grounded in recent literature on affect and emotion that spans the social sciences, Zembylas's analysis of the emotions of traumatic conflict in education offers a provocative proposal for the role of critical peace education in healing and reconciliation.
523 kr
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How does contemporary education engage trauma in ways that explore its ethical and political implications for curriculum and pedagogy? Zembylas establishes the nexus among affect, trauma, and education as this is evinced within educational theory and practice.
Nancy Fraser and Participatory Parity
Reframing Social Justice in South African Higher Education
Inbunden, Engelska, 2020
2 067 kr
Skickas inom 10-15 vardagar
Nancy Fraser and Participatory Parity provides a philosophical framework based on the work of Nancy Fraser, examining how her ideas can be used to analyse contemporary issues in higher education and reimagine higher education practices. Providing a forum for considering Fraser’s work in relation to participatory parity in higher education, the book shows how her political philosophy is relevant to higher education pedagogies, scholarship and practice.The recent student protests in South Africa in 2015 and 2016 has created an impetus to think about how to do things differently in higher education in response to economic, cultural and political inequities. This South African experience is aptly used as a prime example of rethinking issues of coloniality and social injustice in higher education. The contributors’ use of Nancy Fraser’s theories provides their analyses and reflections with a particularly sharp lens and clear focus. The book also puts her work into conversation with other contemporary writers on social justice and explores the resonances and differentiations of the various approaches.This book will be of great interest for academics, researchers and post-graduate students in the fields of social justice in education and educational policy.
Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies
Inbunden, Engelska, 2020
2 067 kr
Skickas inom 10-15 vardagar
This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education. By furthering theoretical developments on the ethics of care and critical posthumanism, it speaks to contemporary concerns for more socially just possibilities and enriched understandings of higher education pedagogies.The book considers how the political ethics of care and posthuman/new feminist materialist ethics can be diffracted through each other and how this can have value for thinking about higher education pedagogies. It includes ideas on ethics which push those boundaries that have previously served educational researchers and proposes new ways of conceptualising relational ethics. Chapters consider the entangled connections of the linguistic, social, material, ethical, political and biological in relation to higher education pedagogies. This topical and transdisciplinary book will be of great interest for academics, researchers and postgraduate students in the fields of posthuman and care ethics, social justice in education, higher education, and educational theory and policy.
Nancy Fraser and Participatory Parity
Reframing Social Justice in South African Higher Education
Häftad, Engelska, 2022
564 kr
Skickas inom 10-15 vardagar
Nancy Fraser and Participatory Parity provides a philosophical framework based on the work of Nancy Fraser, examining how her ideas can be used to analyse contemporary issues in higher education and reimagine higher education practices. Providing a forum for considering Fraser’s work in relation to participatory parity in higher education, the book shows how her political philosophy is relevant to higher education pedagogies, scholarship and practice.The recent student protests in South Africa in 2015 and 2016 has created an impetus to think about how to do things differently in higher education in response to economic, cultural and political inequities. This South African experience is aptly used as a prime example of rethinking issues of coloniality and social injustice in higher education. The contributors’ use of Nancy Fraser’s theories provides their analyses and reflections with a particularly sharp lens and clear focus. The book also puts her work into conversation with other contemporary writers on social justice and explores the resonances and differentiations of the various approaches.This book will be of great interest for academics, researchers and post-graduate students in the fields of social justice in education and educational policy.
2 123 kr
Skickas inom 10-15 vardagar
Higher Education Hauntologies considers how higher education might benefit from thinking about Derrida’s notion of hauntology and its implications for a justice-to-come. It contributes to the imperative to rethink the university across and with/in global geopolitical spaces and thus, has appeal for both Southern and international contexts.The book includes ideas which push boundaries that previously served higher education teachers and scholars and proposes new imaginaries of higher education. Additionally, the collection makes a contribution to ongoing debates about the epistemological, ethical, ontological and political implications of hauntology in higher education policies and practices, particularly in line with contemporary concerns for more socially just possibilities and visions in higher education.This book will be of great interest for academics, researchers and postgraduate students of posthumanism and new materialism who are looking for new perspectives to engage with, and for those who are concerned about a justice-to-come in education, higher education, and educational theory and policy.
553 kr
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Higher Education Hauntologies considers how higher education might benefit from thinking about Derrida’s notion of hauntology and its implications for a justice-to-come. It contributes to the imperative to rethink the university across and with/in global geopolitical spaces and thus, has appeal for both Southern and international contexts.The book includes ideas which push boundaries that previously served higher education teachers and scholars and proposes new imaginaries of higher education. Additionally, the collection makes a contribution to ongoing debates about the epistemological, ethical, ontological and political implications of hauntology in higher education policies and practices, particularly in line with contemporary concerns for more socially just possibilities and visions in higher education.This book will be of great interest for academics, researchers and postgraduate students of posthumanism and new materialism who are looking for new perspectives to engage with, and for those who are concerned about a justice-to-come in education, higher education, and educational theory and policy.
Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies
Häftad, Engelska, 2022
565 kr
Skickas inom 10-15 vardagar
This book makes an important contribution to ongoing debates about the epistemological, ethical, ontological and political implications of relational ethics in higher education. By furthering theoretical developments on the ethics of care and critical posthumanism, it speaks to contemporary concerns for more socially just possibilities and enriched understandings of higher education pedagogies.The book considers how the political ethics of care and posthuman/new feminist materialist ethics can be diffracted through each other and how this can have value for thinking about higher education pedagogies. It includes ideas on ethics which push those boundaries that have previously served educational researchers and proposes new ways of conceptualising relational ethics. Chapters consider the entangled connections of the linguistic, social, material, ethical, political and biological in relation to higher education pedagogies. This topical and transdisciplinary book will be of great interest for academics, researchers and postgraduate students in the fields of posthuman and care ethics, social justice in education, higher education, and educational theory and policy.
Teaching Contested Narratives
Identity, Memory and Reconciliation in Peace Education and Beyond
Inbunden, Engelska, 2011
813 kr
Skickas inom 7-10 vardagar
In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict.
605 kr
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This volume argues that refusal is a viable political ethics in education. It is an ethics that allows space for new possibilities to emerge, with the potential to enrich higher education study and pedagogies in the future. Chapters examine the ethical, epistemological, political and affective premises of refusing the colonial university, and reflect upon what refusal means for higher education decolonization across international settings. Refusal marks a political ethos and praxis that denies, resists, reframes and redirects colonial and neoliberal logics, while asserting diverse sovereignties and lifeworlds. Whereas resistance may reinscribe the weakness of the colonized in the power relations with the colonizer, refusal interrupts the smooth operation of power relations, denying the authority of the settler state and remaking the rules of engagement. It is a political stance and action that denies the very legitimacy of power over the subjugated. This collection views refusal not as an end in itself, nor as a mode of critique, but as a necessary first step for educators and students in higher education to invest in the idea of radically different modes of futurity. It explores how educators and students in higher education can invent pedagogies of refusal that function ethically, affectively and politically, and asks: What do pedagogies of refusal look like? How might western universities sustain and support refusal, rather than discipline it? What assumptions are sustained by ruling out certain educational futures as out of bounds, or impossible? This book will be important reading for researchers, scholars and educators in Decolonizing Education, Higher Education Transformation, and Philosophy of Education. It will also be valuable to policymakers and activists who are considering how refusal might be carried out within and outside institutions.
2 067 kr
Skickas inom 10-15 vardagar
This volume argues that refusal is a viable political ethics in education. It is an ethics that allows space for new possibilities to emerge, with the potential to enrich higher education study and pedagogies in the future. Chapters examine the ethical, epistemological, political and affective premises of refusing the colonial university, and reflect upon what refusal means for higher education decolonization across international settings. Refusal marks a political ethos and praxis that denies, resists, reframes and redirects colonial and neoliberal logics, while asserting diverse sovereignties and lifeworlds. Whereas resistance may reinscribe the weakness of the colonized in the power relations with the colonizer, refusal interrupts the smooth operation of power relations, denying the authority of the settler state and remaking the rules of engagement. It is a political stance and action that denies the very legitimacy of power over the subjugated. This collection views refusal not as an end in itself, nor as a mode of critique, but as a necessary first step for educators and students in higher education to invest in the idea of radically different modes of futurity. It explores how educators and students in higher education can invent pedagogies of refusal that function ethically, affectively and politically, and asks: What do pedagogies of refusal look like? How might western universities sustain and support refusal, rather than discipline it? What assumptions are sustained by ruling out certain educational futures as out of bounds, or impossible? This book will be important reading for researchers, scholars and educators in Decolonizing Education, Higher Education Transformation, and Philosophy of Education. It will also be valuable to policymakers and activists who are considering how refusal might be carried out within and outside institutions.
1 286 kr
Skickas inom 7-10 vardagar
Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice. Building on current anthropological approaches, the authors use insights from policy studies and sociolinguistics to examine peace education agendas and the ways these are shaped by the dynamics of local politics and classroom practices. This study will be valuable reading for researchers of peace and policy studies as well as for practitioners and policy makers involved in introducing peace education initiatives that challenge teachers' long-held beliefs.
416 kr
Skickas inom 7-10 vardagar
Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the Cypriot case within wider theoretical and methodological debates in the field and explore the implications of their findings for theory and practice. Building on current anthropological approaches, the authors use insights from policy studies and sociolinguistics to examine peace education agendas and the ways these are shaped by the dynamics of local politics and classroom practices. This study will be valuable reading for researchers of peace and policy studies as well as for practitioners and policy makers involved in introducing peace education initiatives that challenge teachers' long-held beliefs.
Teaching Contested Narratives
Identity, Memory and Reconciliation in Peace Education and Beyond
Häftad, Engelska, 2014
532 kr
Skickas inom 7-10 vardagar
In troubled societies narratives about the past tend to be partial and explain a conflict from narrow perspectives that justify the national self and condemn, exclude and devalue the 'enemy' and their narrative. Through a detailed analysis, Teaching Contested Narratives reveals the works of identity, historical narratives and memory as these are enacted in classroom dialogues, canonical texts and school ceremonies. Presenting ethnographic data from local contexts in Cyprus and Israel, and demonstrating the relevance to educational settings in countries which suffer from conflicts all over the world, the authors explore the challenges of teaching narratives about the past in such societies, discuss how historical trauma and suffering are dealt with in the context of teaching, and highlight the potential of pedagogical interventions for reconciliation. The book shows how the notions of identity, memory and reconciliation can perpetuate or challenge attachments to essentialized ideas about peace and conflict.
Affect and the Rise of Right-Wing Populism
Pedagogies for the Renewal of Democratic Education
Inbunden, Engelska, 2021
1 274 kr
Skickas inom 7-10 vardagar
This book uses affect theory to analyze the rise of right-wing populism in recent years and discusses the pedagogical implications for democratic education. It provides examples of how affect and emotion play a crucial role in the rise and reproduction of current right-wing populism. The author suggests ideas about affective pedagogies for educators to use (along with recognizing the risks involved) to renew democratic education. The chapters lay out the importance of harnessing the power of affective experiences and adopting strategic pedagogical approaches to provide affirmative practices that move beyond simply criticizing right-wing populism. The book consequently undermines the power of fascist and right-wing tendencies in public life and educational settings without stooping to methods of indoctrination. This volume is a valuable resource for researchers and policy-makers in education, political science and other related fields, who can utilize the affective complexities involved in combatting right-wing populism to their advantage.
Affect and the Rise of Right-Wing Populism
Pedagogies for the Renewal of Democratic Education
Häftad, Engelska, 2021
396 kr
Skickas inom 7-10 vardagar
This book uses affect theory to analyze the rise of right-wing populism in recent years and discusses the pedagogical implications for democratic education. It provides examples of how affect and emotion play a crucial role in the rise and reproduction of current right-wing populism. The author suggests ideas about affective pedagogies for educators to use (along with recognizing the risks involved) to renew democratic education. The chapters lay out the importance of harnessing the power of affective experiences and adopting strategic pedagogical approaches to provide affirmative practices that move beyond simply criticizing right-wing populism. The book consequently undermines the power of fascist and right-wing tendencies in public life and educational settings without stooping to methods of indoctrination. This volume is a valuable resource for researchers and policy-makers in education, political science and other related fields, who can utilize the affective complexities involved in combatting right-wing populism to their advantage.
Palgrave International Handbook of Education for Citizenship and Social Justice
Inbunden, Engelska, 2016
1 659 kr
Skickas inom 10-15 vardagar
This state-of-the-art, comprehensive Handbook is the first of its kind to fully explore the interconnections between social justice and education for citizenship on an international scale. Various educational policies and practices are predicated on notions of social justice, yet each of these are explicitly or implicitly shaped by, and in turn themselves shape, particular notions of citizenship/education for citizenship. Showcasing current research and theories from a diverse range of perspectives and including chapters from internationally renowned scholars, this Handbook seeks to examine the philosophical, psychological, social, political, and cultural backgrounds, factors and contexts that are constitutive of contemporary research on education for citizenship and social justice and aims to analyse the transformative role of education regarding social justice issues. Split into two sections, the first contains chapters thatexplore central issues relating to social justice and their interconnections to education for citizenship whilst the second contains chapters that explore issues of education for citizenship and social justice within the contexts of particular nations from around the world.Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of Education, Sociology, Social Policy, Citizenship Studies and Political Science.
936 kr
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the mind, the self, identity, emotion, emotional intelligence, motivation, culture, language and meaning—and their grounding in psychologized discourses, the authors suggest possible ways to overcome these psychologized discourses and remedy their consequences.
Socially Just Pedagogies
Posthumanist, Feminist and Materialist Perspectives in Higher Education
Inbunden, Engelska, 2018
1 703 kr
Skickas inom 10-15 vardagar
This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching. Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity. Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.
Critical Human Rights, Citizenship, and Democracy Education
Entanglements and Regenerations
Inbunden, Engelska, 2018
1 782 kr
Skickas inom 10-15 vardagar
Critical Human Rights, Citizenship, and Democracy Education presents new scholarly research that views human rights, democracy and citizenship education as a critical project. Written by an international line-up of contributors including academics from Canada, Cyprus, Ireland, South Africa, Sweden, the UK and the USA, this open access book provides a cross-section of theoretical work as well as case studies on the challenges and possibilities of bringing together notions of human rights, democracy and citizenship in education. The contributors cultivate a critical view of human rights, democracy and citizenship and revisit these categories to advance socially just educational praxis and highlight ground-breaking case studies that redefine the purposes and approaches in education for a better alignment with the justice-oriented objectives of human rights, democracy and citizenship education. A critical response, reflecting on the issues raised throughout the book, provides a conclusion. This is essential reading for those researching these pedagogical forms and will be valuable to practitioners and activists in fields as diverse as education, law, sociology, health sciences and social work and international development.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.
Critical Human Rights, Citizenship, and Democracy Education
Entanglements and Regenerations
Häftad, Engelska, 2019
461 kr
Skickas inom 10-15 vardagar
Critical Human Rights, Citizenship, and Democracy Education presents new scholarly research that views human rights, democracy and citizenship education as a critical project. Written by an international line-up of contributors including academics from Canada, Cyprus, Ireland, South Africa, Sweden, the UK and the USA, this open access book provides a cross-section of theoretical work as well as case studies on the challenges and possibilities of bringing together notions of human rights, democracy and citizenship in education. The contributors cultivate a critical view of human rights, democracy and citizenship and revisit these categories to advance socially just educational praxis and highlight ground-breaking case studies that redefine the purposes and approaches in education for a better alignment with the justice-oriented objectives of human rights, democracy and citizenship education. A critical response, reflecting on the issues raised throughout the book, provides a conclusion. This is essential reading for those researching these pedagogical forms and will be valuable to practitioners and activists in fields as diverse as education, law, sociology, health sciences and social work and international development.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.
Socially Just Pedagogies
Posthumanist, Feminist and Materialist Perspectives in Higher Education
Häftad, Engelska, 2019
474 kr
Skickas inom 10-15 vardagar
This book addresses contemporary philosophical issues in higher education and how we can create socially just pedagogies and a socially just university. Providing a forum for thinking through how critical posthumanism, affect theory and feminist new materialisms provide a useful lens for higher education, and shows how these standpoints can benefit methods and practices of learning and teaching. Gross inequalities in higher education continue to affect pedagogical practices across geopolitical contexts and there is a need to consider new theories which call into question the commonplace humanist assumptions currently dominating the discourse around social justice in this context. However scholarship on the affective turn, critical posthumanism and new material feminisms, opens both new possibilities and responsibilities for higher education pedagogies. The approaches of this book also provide imaginative ways of engaging with current dissatisfactions with higher education, from the marketization of education, to issues of racism, discrimination and lack of diversity. Of international relevance, this collection particularly foreground southern contexts and case studies, such as the student activism in South African universities that has sparked a global project of decolonization and social justice in educational institutions. This book is an urgent call to reconceptualize, rethink and reconfigure pedagogies in higher education and the implications for future citizenship and social participation.
1 555 kr
Skickas inom 10-15 vardagar
Some reports estimate that nearly 50% of teachers entering the profession leave within the first five years (Alliance for Excellent Education 2004; Ingersoll, 2003; Quality Counts 2000). One explanation of why teachers leave the profession so early in their career might be related to the emotional nature of the teaching profession. For example, teaching is an occupation that involves considerable emotional labor. Emotional labor involves the effort, planning, and control teachers need to express organizationally desired emotions during interpersonal transactions. As such, emotional labor has been associated with job dissatisfaction, health symptoms and emotional exhaustion, which are key components of burnout and related to teachers who drop out of the profession. Research into emotional labor in teaching and other aspects of teachers’ emotions is becoming increasingly important not only because of the growing number of teachers leaving the profession, but also because unpleasant classroom emotions have considerable implications for student learning, school climate and the quality of education in general.Using a variety of different methodological and theoretical approaches, the authors in this edited volume, Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, provide a systematic overview that enriches our understanding of the role of emotions in teachers’ professional lives and work. More specifically, the authors discuss inquiry related to teachers’ emotions in educational reform, teacher identity, student involvement, race/class/gender issues, school administration and inspection, emotional labor, teacher burnout and several other related issues. This volume, then, represents the accumulation of different epistemological and theoretical positions related to inquiry on teachers’ emotions, acknowledging that emotions are core components of teachers’ lives.Advances in Teacher Emotion Researchtakes an eclectic look at teacher emotions, presenting current research from diverse perspectives, thereby making this volume a significant contribution to the field.
1 659 kr
Skickas inom 10-15 vardagar
Some reports estimate that nearly 50% of teachers entering the profession leave within the first five years (Alliance for Excellent Education 2004; Ingersoll, 2003; Quality Counts 2000). One explanation of why teachers leave the profession so early in their career might be related to the emotional nature of the teaching profession. For example, teaching is an occupation that involves considerable emotional labor. Emotional labor involves the effort, planning, and control teachers need to express organizationally desired emotions during interpersonal transactions. As such, emotional labor has been associated with job dissatisfaction, health symptoms and emotional exhaustion, which are key components of burnout and related to teachers who drop out of the profession. Research into emotional labor in teaching and other aspects of teachers’ emotions is becoming increasingly important not only because of the growing number of teachers leaving the profession, but also because unpleasant classroom emotions have considerable implications for student learning, school climate and the quality of education in general.Using a variety of different methodological and theoretical approaches, the authors in this edited volume, Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, provide a systematic overview that enriches our understanding of the role of emotions in teachers’ professional lives and work. More specifically, the authors discuss inquiry related to teachers’ emotions in educational reform, teacher identity, student involvement, race/class/gender issues, school administration and inspection, emotional labor, teacher burnout and several other related issues. This volume, then, represents the accumulation of different epistemological and theoretical positions related to inquiry on teachers’ emotions, acknowledging that emotions are core components of teachers’ lives.Advances in Teacher Emotion Researchtakes an eclectic look at teacher emotions, presenting current research from diverse perspectives, thereby making this volume a significant contribution to the field.
587 kr
Skickas inom 7-10 vardagar
The purpose of this book is to provide new theoretical, methodological and empirical directions in research on teacher emotion. An attempt is made to encourage a missing conversation in the area of emotions in teaching, by invoking a discussion of ideas that explore how discursive, political and cultural aspects define the experience of teacher emotion. I begin to build an analysis upon which the role of emotion, emotional rules and emotional labor in curriculum and teaching might be investigated. This book includes both conceptual chapters and chapters based on empirical work—and, in particular, a three-year ethnographic study with an early childhood teacher in the context of science teaching—that together illustrate new approaches and perspectives in researching and theorizing about emotion in teaching Essentially, then, there are two overlapping aims in this book. First, to critically examine some of the contemporary ways in which emotions have been conceptualized and understood in teaching; and second, to explore the role of emotion in teaching through different methodologies and theorizations.
1 038 kr
Skickas inom 7-10 vardagar
The purpose of this book is to provide new theoretical, methodological and empirical directions in research on teacher emotion. An attempt is made to encourage a missing conversation in the area of emotions in teaching, by invoking a discussion of ideas that explore how discursive, political and cultural aspects define the experience of teacher emotion. I begin to build an analysis upon which the role of emotion, emotional rules and emotional labor in curriculum and teaching might be investigated. This book includes both conceptual chapters and chapters based on empirical work—and, in particular, a three-year ethnographic study with an early childhood teacher in the context of science teaching—that together illustrate new approaches and perspectives in researching and theorizing about emotion in teaching Essentially, then, there are two overlapping aims in this book. First, to critically examine some of the contemporary ways in which emotions have been conceptualized and understood in teaching; and second, to explore the role of emotion in teaching through different methodologies and theorizations.
587 kr
Skickas inom 7-10 vardagar
This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change.The objectives of this book are:- To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensionsin the role of ICT for education, development, and social justice around the world;- To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoingefforts to sketch a vision for addressing their needs;- To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world
1 038 kr
Skickas inom 7-10 vardagar
This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change.The objectives of this book are:- To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensionsin the role of ICT for education, development, and social justice around the world;- To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoingefforts to sketch a vision for addressing their needs;- To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world
Del 13 - Contemporary Philosophies and Theories in Education
Critical Human Rights Education
Advancing Social-Justice-Oriented Educational Praxes
Inbunden, Engelska, 2019
523 kr
Skickas inom 10-15 vardagar
This book engages with human rights and human rights education (HRE) in ways that offer opportunities for criticality and renewal. It takes up various ideas, from critical and decolonial theories to philosophers and intellectuals, to theorize the renewal of HRE as Critical Human Rights Education.The point of departure is that the acceptable “truths” of human rights are seldom critically examined, and productive interpretations for understanding and acting in a world that is soaked in the violations these rights try to address, cannot emerge.The book cultivates a critical view of human rights in education and beyond, and revisits receivable categories of human rights to advance social-justice-oriented educational praxes. It focuses on the ways that issues of human rights, philosophy, and education come together, and how a critical project of their entanglements creates openings for rethinking human rights education (HRE) both theoretically and in praxis.Given the persistence of issues of human rights worldwide, this book will be useful to researchers and educators across disciplines and in numerous parts of the world.
Del 13 - Contemporary Philosophies and Theories in Education
Critical Human Rights Education
Advancing Social-Justice-Oriented Educational Praxes
Häftad, Engelska, 2020
523 kr
Skickas inom 10-15 vardagar
This book engages with human rights and human rights education (HRE) in ways that offer opportunities for criticality and renewal. It takes up various ideas, from critical and decolonial theories to philosophers and intellectuals, to theorize the renewal of HRE as Critical Human Rights Education.The point of departure is that the acceptable “truths” of human rights are seldom critically examined, and productive interpretations for understanding and acting in a world that is soaked in the violations these rights try to address, cannot emerge.The book cultivates a critical view of human rights in education and beyond, and revisits receivable categories of human rights to advance social-justice-oriented educational praxes. It focuses on the ways that issues of human rights, philosophy, and education come together, and how a critical project of their entanglements creates openings for rethinking human rights education (HRE) both theoretically and in praxis.Given the persistence of issues of human rights worldwide, this book will be useful to researchers and educators across disciplines and in numerous parts of the world.