Ruth Unsworth – författare

This unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a “standard of dissensus” for teacher education.

This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research and to critical resistance to hegemonic discourses of education.

Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.

This unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a “standard of dissensus” for teacher education.

This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research and to critical resistance to hegemonic discourses of education.

Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.

The BERA Guide to Outdoor Learning: Place-responsive Pedagogy in Educational Research and Practice reignites an educational focus on the role of place in outdoor learning. The book offers a timely and relevant response to contemporary societal, environmental, and educational issues, alongside an increasing demand to renew children and young people’s relationships with the world around them. Anchored in the core principles of place-responsive pedagogy, this book offers educators a breath of fresh air amidst increased curriculum demands and performance metrics in a post-pandemic neoliberal landscape. Insights emerge from a rich convergence of theory, practical application, and lived experience. Authors make a compelling case for outdoor learning as a means of fostering world-resonance, resilience, creativity, and a sense of belonging, as well as highlighting inclusive pathways for place-responsive education.

The BERA Guide to Outdoor Learning: Place-responsive Pedagogy in Educational Research and Practice reignites an educational focus on the role of place in outdoor learning. The book offers a timely and relevant response to contemporary societal, environmental, and educational issues, alongside an increasing demand to renew children and young people’s relationships with the world around them. Anchored in the core principles of place-responsive pedagogy, this book offers educators a breath of fresh air amidst increased curriculum demands and performance metrics in a post-pandemic neoliberal landscape. Insights emerge from a rich convergence of theory, practical application, and lived experience. Authors make a compelling case for outdoor learning as a means of fostering world-resonance, resilience, creativity, and a sense of belonging, as well as highlighting inclusive pathways for place-responsive education.