Mike Seal – författare
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26 produkter
26 produkter
Häftad, Engelska, 2020
615 kr
Skickas inom 10-15 vardagar
Involvement of community partners in the structure and design of services is largely accepted in principle, but its practice is heavily contested. This book argues that the co-production of research is one of the best ways to involve community partners. As well as having intrinsic value in and of itself, research embeds a culture of learning, co-production and of valuing research within organizations. It also creates a mechanism for developing evidence for, monitoring and evaluating subsequent ideas and initiatives that arise from other co-production initiatives. The book makes a case for research to be a synthesis of participatory research, critical pedagogy, peer research and community organizing. It develops a model called Participatory Pedagogic Impact Research (PPIR). Participatory research is often criticized for not having the impact it promises. PPIR ensures that the issues chosen, and the recommendations developed, serve the mutual self-interest of stakeholders, are realistic and realizable. At the same time this approach pushes the balance of power towards the oppressed using methods of dissemination that hold decision makers to account and create real change. PPIR also develops a robust method for creatively identifying issues, methods and analytic frameworks. Its third section details case studies across Europe and the United States of PPIR in action with professional researchers’ and community partners’ reflections on these experiences. This book gives a unique articulation of what makes for genuinely critical reflective spaces, something underdeveloped in the literature. It should be considered essential reading for both participatory research academics and those involved in health and social care services in the planning, commissioning and delivery of services.
E-bok
PDF, Engelska, 2025409 kr
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An introduction to critical pedagogy for all those working within higher education.Critical Pedagogy is an approach that is fundamentally democratic, informal, non-hierarchical, determined by participants, privileges the oppressed and their perspectives and is committed to action. Higher education (HE), conversely, is often un-democratic, formal, hierarchical, determined by tutors and national bodies, re-inscribes existing privileges and is distant from lived experience. The book starts from the premise that critical pedagogies are possible in HE, while recognising the tensions to be ameliorated in trying to enact them. It re-examines the concept and explores its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching and in the spaces in-between. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic - connecting research, teaching, scholarship, community engagement and leadership - while developing confidence and authority.
E-bok
Engelska, 2025409 kr
Läs direkt efter köp
An introduction to critical pedagogy for all those working within higher education.
Critical Pedagogy is an approach that is fundamentally democratic, informal, non-hierarchical, determined by participants, privileges the oppressed and their perspectives and is committed to action. Higher education (HE), conversely, is often un-democratic, formal, hierarchical, determined by tutors and national bodies, re-inscribes existing privileges and is distant from lived experience. The book starts from the premise that critical pedagogies are possible in HE, while recognising the tensions to be ameliorated in trying to enact them. It re-examines the concept and explores its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching and in the spaces in-between.
The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic connecting research, teaching, scholarship, community engagement and leadership while developing confidence and authority.
Inbunden, Engelska, 2018
2 259 kr
Skickas inom 10-15 vardagar
Involvement of community partners in the structure and design of services is largely accepted in principle, but its practice is heavily contested. This book argues that the co-production of research is one of the best ways to involve community partners. As well as having intrinsic value in and of itself, research embeds a culture of learning, co-production and of valuing research within organizations. It also creates a mechanism for developing evidence for, monitoring and evaluating subsequent ideas and initiatives that arise from other co-production initiatives. The book makes a case for research to be a synthesis of participatory research, critical pedagogy, peer research and community organizing. It develops a model called Participatory Pedagogic Impact Research (PPIR). Participatory research is often criticized for not having the impact it promises. PPIR ensures that the issues chosen, and the recommendations developed, serve the mutual self-interest of stakeholders, are realistic and realizable. At the same time this approach pushes the balance of power towards the oppressed using methods of dissemination that hold decision makers to account and create real change. PPIR also develops a robust method for creatively identifying issues, methods and analytic frameworks. Its third section details case studies across Europe and the United States of PPIR in action with professional researchers’ and community partners’ reflections on these experiences. This book gives a unique articulation of what makes for genuinely critical reflective spaces, something underdeveloped in the literature. It should be considered essential reading for both participatory research academics and those involved in health and social care services in the planning, commissioning and delivery of services.
E-bok
Engelska, 2018706 kr
Läs direkt efter köp
Involvement of community partners in the structure and design of services is largely accepted in principle, but its practice is heavily contested. This book argues that the co-production of research is one of the best ways to involve community partners. As well as having intrinsic value in and of itself, research embeds a culture of learning, co-production and of valuing research within organizations. It also creates a mechanism for developing evidence for, monitoring and evaluating subsequent ideas and initiatives that arise from other co-production initiatives.
The book makes a case for research to be a synthesis of participatory research, critical pedagogy, peer research and community organizing. It develops a model called Participatory Pedagogic Impact Research (PPIR). Participatory research is often criticized for not having the impact it promises. PPIR ensures that the issues chosen, and the recommendations developed, serve the mutual self-interest of stakeholders, are realistic and realizable. At the same time this approach pushes the balance of power towards the oppressed using methods of dissemination that hold decision makers to account and create real change. PPIR also develops a robust method for creatively identifying issues, methods and analytic frameworks. Its third section details case studies across Europe and the United States of PPIR in action with professional researchers’ and community partners’ reflections on these experiences.
This book gives a unique articulation of what makes for genuinely critical reflective spaces, something underdeveloped in the literature. It should be considered essential reading for both participatory research academics and those involved in health and social care services in the planning, commissioning and delivery of services.
E-bok
PDF, Engelska, 2018706 kr
Läs direkt efter köp
Involvement of community partners in the structure and design of services is largely accepted in principle, but its practice is heavily contested. This book argues that the co-production of research is one of the best ways to involve community partners. As well as having intrinsic value in and of itself, research embeds a culture of learning, co-production and of valuing research within organizations. It also creates a mechanism for developing evidence for, monitoring and evaluating subsequent ideas and initiatives that arise from other co-production initiatives.
The book makes a case for research to be a synthesis of participatory research, critical pedagogy, peer research and community organizing. It develops a model called Participatory Pedagogic Impact Research (PPIR). Participatory research is often criticized for not having the impact it promises. PPIR ensures that the issues chosen, and the recommendations developed, serve the mutual self-interest of stakeholders, are realistic and realizable. At the same time this approach pushes the balance of power towards the oppressed using methods of dissemination that hold decision makers to account and create real change. PPIR also develops a robust method for creatively identifying issues, methods and analytic frameworks. Its third section details case studies across Europe and the United States of PPIR in action with professional researchers’ and community partners’ reflections on these experiences.
This book gives a unique articulation of what makes for genuinely critical reflective spaces, something underdeveloped in the literature. It should be considered essential reading for both participatory research academics and those involved in health and social care services in the planning, commissioning and delivery of services.
Inbunden, Engelska, 2021
1 625 kr
Skickas inom 10-15 vardagar
Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces – situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses.
E-bok
PDF, Engelska, 2021441 kr
Läs direkt efter köp
Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces – situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses.
E-bok
Engelska, 2021441 kr
Läs direkt efter köp
Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces – situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses.
Häftad, Engelska, 2022
411 kr
Skickas inom 10-15 vardagar
Many accounts of critical pedagogy, particularly accounts of trying to enact it within higher education (HE), express a deep cynicism about whether it is possible to counter the ever creeping hegemony of neo-liberalism, neo- conservatism and new managerialism within Universities. Hopeful Pedagogies in Higher Education acknowledges some of these criticisms, but attempts to rescue critical pedagogy, locating some of its associated pessimism as misreading of Freire and offering hopeful avenues for new theory and practice. These misreadings are also located in the present, in the assumption that unless change comes within the lifetime of the project, it has somehow failed. Instead, this book argues that a positive utopianism is possible. Present actions need to be celebrated, and cultivated as symbols of hope, possibility and generativity for the future - which the concept of hope implies. The contributors make the case for celebrating the pedagogies of HE that operate in liminal spaces – situated in the spaces between the present and the future (between the world as it is and the world as it could be) and also in the cracks that are beginning to show in the dominant discourses.
Inbunden, Engelska, 2022
1 356 kr
Skickas inom 10-15 vardagar
All universities have to produce plans to eliminate the gaps in access, success and participation of disadvantaged student in higher education, setting targets with regards to Global Majority, working class, disabled and student with mental health conditions. In this book, Mike Seal examines the terminology, theoretical debates and positions, identifies the causes of gaps, and evaluates proposed initiatives. He argues that there is an unexamined assumption that higher education is a ‘good thing’ materially and intellectually, which demonises those for whom this is questionable. The book also highlights the continuing structural and individual discrimination in terms of class, race and disability and a denial of the extent to which higher education is a cause of mental health issues and negative well-being. It uncovers unexamined ‘assimilation’ models in higher education that expects these students to abandon their culture and communities, despite students wanting to give back to these communities being a major extrinsic motivation, and to embrace a culture that will not embrace them.The book starts from the perspective that contemporary international higher education reproduces existing privileges, and the book goes on to argue that widening participation agendas should recognise the changing nature of academic life through a more inclusive, holistic approach. Seal argues that it is essential to include an informed understanding of how students position themselves in academia and how their identity and academic status is enabled and developed with the support of the university. In order to do this universities need to redefine their purpose and the nature of their relationships with the communities they purport to serve.
E-bok
PDF, Engelska, 2022426 kr
Läs direkt efter köp
All universities have to produce plans to eliminate the gaps in access, success and participation of disadvantaged student in higher education, setting targets with regards to Global Majority, working class, disabled and student with mental health conditions. In this book, Mike Seal examines the terminology, theoretical debates and positions, identifies the causes of gaps, and evaluates proposed initiatives. He argues that there is an unexamined assumption that higher education is a ''good thing'' materially and intellectually, which demonises those for whom this is questionable. The book also highlights the continuing structural and individual discrimination in terms of class, race and disability and a denial of the extent to which higher education is a cause of mental health issues and negative well-being. It uncovers unexamined ''assimilation'' models in higher education that expects these students to abandon their culture and communities, despite students wanting to give back to these communities being a major extrinsic motivation, and to embrace a culture that will not embrace them. The book starts from the perspective that contemporary international higher education reproduces existing privileges, and the book goes on to argue that widening participation agendas should recognise the changing nature of academic life through a more inclusive, holistic approach. Seal argues that it is essential to include an informed understanding of how students position themselves in academia and how their identity and academic status is enabled and developed with the support of the university. In order to do this universities need to redefine their purpose and the nature of their relationships with the communities they purport to serve.
E-bok
Engelska, 2022426 kr
Läs direkt efter köp
All universities have to produce plans to eliminate the gaps in access, success and participation of disadvantaged student in higher education, setting targets with regards to Global Majority, working class, disabled and student with mental health conditions. In this book, Mike Seal examines the terminology, theoretical debates and positions, identifies the causes of gaps, and evaluates proposed initiatives. He argues that there is an unexamined assumption that higher education is a ''good thing'' materially and intellectually, which demonises those for whom this is questionable. The book also highlights the continuing structural and individual discrimination in terms of class, race and disability and a denial of the extent to which higher education is a cause of mental health issues and negative well-being. It uncovers unexamined ''assimilation'' models in higher education that expects these students to abandon their culture and communities, despite students wanting to give back to these communities being a major extrinsic motivation, and to embrace a culture that will not embrace them. The book starts from the perspective that contemporary international higher education reproduces existing privileges, and the book goes on to argue that widening participation agendas should recognise the changing nature of academic life through a more inclusive, holistic approach. Seal argues that it is essential to include an informed understanding of how students position themselves in academia and how their identity and academic status is enabled and developed with the support of the university. In order to do this universities need to redefine their purpose and the nature of their relationships with the communities they purport to serve.
Häftad, Engelska, 2023
411 kr
Skickas inom 10-15 vardagar
All universities have to produce plans to eliminate the gaps in access, success and participation of disadvantaged student in higher education, setting targets with regards to Global Majority, working class, disabled and student with mental health conditions. In this book, Mike Seal examines the terminology, theoretical debates and positions, identifies the causes of gaps, and evaluates proposed initiatives. He argues that there is an unexamined assumption that higher education is a ‘good thing’ materially and intellectually, which demonises those for whom this is questionable. The book also highlights the continuing structural and individual discrimination in terms of class, race and disability and a denial of the extent to which higher education is a cause of mental health issues and negative well-being. It uncovers unexamined ‘assimilation’ models in higher education that expects these students to abandon their culture and communities, despite students wanting to give back to these communities being a major extrinsic motivation, and to embrace a culture that will not embrace them.The book starts from the perspective that contemporary international higher education reproduces existing privileges, and the book goes on to argue that widening participation agendas should recognise the changing nature of academic life through a more inclusive, holistic approach. Seal argues that it is essential to include an informed understanding of how students position themselves in academia and how their identity and academic status is enabled and developed with the support of the university. In order to do this universities need to redefine their purpose and the nature of their relationships with the communities they purport to serve.
Inbunden, Engelska, 2025
1 221 kr
Skickas inom 10-15 vardagar
This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings. It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this. By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development. The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies. While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.
E-bok
PDF, Engelska, 2024427 kr
Läs direkt efter köp
This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings. It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this. By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development. The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies. While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.
E-bok
Engelska, 2025427 kr
Läs direkt efter köp
This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings. It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this. By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development. The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies. While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.
Häftad, Engelska, 2026
481 kr
Kommande
This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings. It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this. By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development. The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies. While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.
Inbunden, Engelska, 2025
1 221 kr
Skickas inom 10-15 vardagar
This book explores the scope for discomforting pedagogies within practice and professional education contexts in order to consider the ethical challenges associated with exploring complex and sensitive areas of practice and everyday life. Questions explored include:· How is discomfort handled within professional training?· What spaces remain for critical reflection, dialogue and compassionate challenge within practice and professional education spaces?· What are the ethical implications of critical pedagogic practice in University-based professional education and other training settings?· How does compassion and care intersect with developing critical pedagogical approaches on thorny and sensitive issues?· How do identities and investments play out in education and training spaces, and to what effect?· What are the limits of ‘safe’ space within professional education contexts?Bringing together scholars, practitioners and students who draw on themes of social justice in their pedagogical practice, the contributors unpack the debates around how to reflect on, challenge and explore critical and sensitive issues in social justice education in professional contexts. Consideration is given to how decisions in relation to notions of safety and discomfort should be made, and who is empowered to make these decisions.
E-bok
PDF, Engelska, 20251 324 kr
Läs direkt efter köp
This book explores the scope for discomforting pedagogies within practice and professional education contexts in order to consider the ethical challenges associated with exploring complex and sensitive areas of practice and everyday life. Questions explored include:· How is discomfort handled within professional training?· What spaces remain for critical reflection, dialogue and compassionate challenge within practice and professional education spaces?· What are the ethical implications of critical pedagogic practice in University-based professional education and other training settings?· How does compassion and care intersect with developing critical pedagogical approaches on thorny and sensitive issues?· How do identities and investments play out in education and training spaces, and to what effect?· What are the limits of ''safe'' space within professional education contexts?Bringing together scholars, practitioners and students who draw on themes of social justice in their pedagogical practice, the contributors unpack the debates around how to reflect on, challenge and explore critical and sensitive issues in social justice education in professional contexts. Consideration is given to how decisions in relation to notions of safety and discomfort should be made, and who is empowered to make these decisions.
E-bok
Engelska, 20251 277 kr
Läs direkt efter köp
This book explores the scope for discomforting pedagogies within practice and professional education contexts in order to consider the ethical challenges associated with exploring complex and sensitive areas of practice and everyday life. Questions explored include:· How is discomfort handled within professional training?· What spaces remain for critical reflection, dialogue and compassionate challenge within practice and professional education spaces?· What are the ethical implications of critical pedagogic practice in University-based professional education and other training settings?· How does compassion and care intersect with developing critical pedagogical approaches on thorny and sensitive issues?· How do identities and investments play out in education and training spaces, and to what effect?· What are the limits of ''safe'' space within professional education contexts?Bringing together scholars, practitioners and students who draw on themes of social justice in their pedagogical practice, the contributors unpack the debates around how to reflect on, challenge and explore critical and sensitive issues in social justice education in professional contexts. Consideration is given to how decisions in relation to notions of safety and discomfort should be made, and who is empowered to make these decisions.
Häftad, Engelska, 2027
481 kr
Kommande
This book explores the scope for discomforting pedagogies within practice and professional education contexts in order to consider the ethical challenges associated with exploring complex and sensitive areas of practice and everyday life. Questions explored include:· How is discomfort handled within professional training?· What spaces remain for critical reflection, dialogue and compassionate challenge within practice and professional education spaces?· What are the ethical implications of critical pedagogic practice in University-based professional education and other training settings?· How does compassion and care intersect with developing critical pedagogical approaches on thorny and sensitive issues?· How do identities and investments play out in education and training spaces, and to what effect?· What are the limits of ‘safe’ space within professional education contexts?Bringing together scholars, practitioners and students who draw on themes of social justice in their pedagogical practice, the contributors unpack the debates around how to reflect on, challenge and explore critical and sensitive issues in social justice education in professional contexts. Consideration is given to how decisions in relation to notions of safety and discomfort should be made, and who is empowered to make these decisions.
Inbunden, Engelska, 2016
1 239 kr
Skickas inom 5-8 vardagar
This book draws on the findings of a two-year European research project to offer answers to the 'problem' of how to respond to violence involving young people that continues to challenge youth workers and policy makers.'Responding to violence through youth work' combines elements of critical theory, psychosocial criminology and applied existential philosophy to present a new model for responding meaningfully and effectively to these issues, demonstrated through a series of case studies and insider accounts generated through peer research.
Häftad, Engelska, 2016
431 kr
Skickas inom 5-8 vardagar
This book draws on the findings of a two-year European research project to offer answers to the 'problem' of how to respond to violence involving young people that continues to challenge youth workers and policy makers.'Responding to violence through youth work' combines elements of critical theory, psychosocial criminology and applied existential philosophy to present a new model for responding meaningfully and effectively to these issues, demonstrated through a series of case studies and insider accounts generated through peer research.
E-bok
Engelska, 2018181 kr
Läs direkt efter köp
Trade union education is in the doldrums. It generally lacks modern ways of teaching and is full of outdated content and avoids history, economics and politics. This book demonstrates clearly that what is delivered in trade union education, and how it is delivered, have to be reformed and modernised. It successfully shows also how all trade unionists all over the world are educators in one way or another. Chapters cover the history, context and challenges in trade union education, the power of popular education techniques, trade union activism, community and social movements, practical examples of transformative new work and learning tips, learning materials and all those areas relevant to delivering impactful education.
Häftad, Engelska, 2021
349 kr
Skickas inom 10-15 vardagar