Discourses On Pedagogy Praxis And Purpose In Education
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| Author | : C. M. Mulcahy |
| Publisher | : |
| Total Pages | : |
| Release | : 2014 |
| Genre | : |
| ISBN | : 9780415724456 |
Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlight
| Author | : C.M. Mulcahy |
| Publisher | : Routledge |
| Total Pages | : 224 |
| Release | : 2014-12-05 |
| Genre | : Education |
| ISBN | : 1317932897 |
Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlights the importance of recognizing opposing conceptualizations of education—some more educationally productive than others— and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as ‘the deep structure of educational thought’, and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis.
| Author | : Cara M. Mulcahy |
| Publisher | : Routledge |
| Total Pages | : 200 |
| Release | : 2015 |
| Genre | : Critical pedagogy |
| ISBN | : 9781317932888 |
Recent years have shown the growth of federal legislation and programs having a profound impact on educational policy and practice, and a decline in reliance on broadly based educational justifications. Paralleling this development has been the emergence of well-endowed and influential private foundations, and an increase in corporate influence in shaping policy. In this volume the authors consider the discourse, rhetoric, and underlying values that sustain these developments alongside those that underlie more longstanding and competing educational theories and practices. This volume highlights the importance of recognizing opposing conceptualizations of education some more educationally productive than others and their core values, approaches to student learning, strengths and weaknesses, and justification. The authors analyze and critique what Jane Roland Martin has referred to as the deep structure of educational thought, and seek improved educational policy and practice with particular reference to curriculum and pedagogy. It features a comparative analysis of competing discourses including autocratic control, limited personal development, and praxis. "
| Author | : Stanley S. Steiner |
| Publisher | : Routledge |
| Total Pages | : 332 |
| Release | : 2004-11-23 |
| Genre | : Education |
| ISBN | : 1135578567 |
Scholar, activist, and educator Paulo Freire was one of the first thinkers to fully appreciate the relationships between education, politics, imperialism, and liberation. This volume is a testament to the works of Paulo Freire in the field of Education as well as the life of the man: a "story of courage, hardship, perseverance, and unyielding belief in the power of love." In this comprehensive collection, prominent intellectuals including Noam Chomsky and Donald Macedo reflect on Freire's "politics of liberation" and add important new dimensions to the revolutionary, innovative ideas that Freire bequeathed to a generation much in need.
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 299 |
| Release | : 2006-01-01 |
| Genre | : Education |
| ISBN | : 908790097X |
This book brings together selected papers from a conference focusing on Redesigning Pedagogy, organized by the Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore. The papers are organised around seven key themes: Literacy Education, Relations of Power, Reflection, Meaning Making, Evaluation, and Mathematics and Science
| Author | : Paulo Freire |
| Publisher | : |
| Total Pages | : 153 |
| Release | : 1972 |
| Genre | : Education |
| ISBN | : 9780140225839 |
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 316 |
| Release | : 2008-01-01 |
| Genre | : Education |
| ISBN | : 9087903278 |
In a range of professions, professional practice today is under threat. It is endangered, for example, by pressures of bureaucratic control, commodification, marketization, and the standardisation of practice in some professions. In these times, there is a need for deeper understandings of professional practice and how it develops through professional careers. Enabling Praxis: Challenges for education explores these questions in the context of initial and continuing professional education of teachers.
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 263 |
| Release | : 2008-01-01 |
| Genre | : Education |
| ISBN | : 9087904924 |
The aim of the text is to respond to gaps in an emergent discourse running along minority/majority world fault lines through various perspectives linking globalization, education and human rights.
| Author | : Douglas J. Loveless |
| Publisher | : Springer |
| Total Pages | : 136 |
| Release | : 2014-11-04 |
| Genre | : Education |
| ISBN | : 9462098271 |
This book explores the complexity of communication and understanding as a possible asset in formal education rather than a problem that needs to be “fixed”. The authors examine the question and experience as pedagogical tools, challenging readers to play the critic and ask hard questions, beginning with: Why do the ideas discussed within the book matter? The digital information age with expanding ways of thinking, being, communicating, and learning complicates public education. So, what happens as diverse narratives collide in schools? To answer this question, the authors of this book delve into conflicting assumptions within the framework of complexity sciences and education in an attempt to explore space beyond positivist/anti-positivist debates. This involves examining the role of cultural and aesthetic narratives and cautionary tales as means of acknowledging possibilities in human experiences in education. These possibilities can facilitate praxis, as theory, research, and teaching become reflective practices, and as thinking about education broadens to include diverse methods of understanding and presenting complex phenomena.
| Author | : Peter Grootenboer |
| Publisher | : Springer |
| Total Pages | : 288 |
| Release | : 2017-01-16 |
| Genre | : Education |
| ISBN | : 9811031304 |
This book examines the way in which the “practice turn” in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of “practice theories” deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and developing practice theory in education and pedagogy. The book discusses the related and dual perspectives of pedagogy as both a teaching and an upbringing practice. It also explores education in a range of contexts and sectors beyond school, including VET, tertiary and non-formal settings. Education is seen as serving a dual purpose – the development of individuals and the betterment of societies and community, and this conceptualisation of education underpins the book. It acknowledges that there are diverse understandings and perspectives of practice theory, pedagogy and education, each of which is contestable and ripe for further development, and this is examined throughout the book. This book was developed alongside an invited symposium held in June 2015 in Brisbane, Australia where the authors and interested others gathered to discuss practice theory perspectives on pedagogy and education. The title – Practice Theory Perspectives on Pedagogy and Education – captures the central overarching focus that underpins the book.
