Автор: Sandlin Jennifer A. Название: Disney, Culture, and Curriculum ISBN: 1138957682 ISBN-13(EAN): 9781138957688 Издательство: Taylor&Francis Рейтинг: Цена: 193950.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Examining the Walt Disney Company`s historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into its operations within popular culture and everyday life in the United States and beyond.
Автор: Inoue Asao B., Poe Mya Название: Beyond Actions: Psychology of Action Research for Mindful Educational Improvement ISBN: 1433118165 ISBN-13(EAN): 9781433118166 Издательство: Peter Lang Рейтинг: Цена: 41780.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Balancing practical advice and theoretical discussions, this book provides a variety of models, frameworks, and research methods to consider writing assessment approaches that are sensitive to the linguistic and cultural identities that diverse students bring to writing classrooms.
Автор: Inoue, Noriyuki Название: Race and writing assessment ISBN: 1433118157 ISBN-13(EAN): 9781433118159 Издательство: Peter Lang Рейтинг: Цена: 156490.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Balancing practical advice and theoretical discussions, this book provides a variety of models, frameworks, and research methods to consider writing assessment approaches that are sensitive to the linguistic and cultural identities that diverse students bring to writing classrooms.
Автор: Andrews, Bernard W. Название: Working together ISBN: 1433131439 ISBN-13(EAN): 9781433131431 Издательство: Peter Lang Рейтинг: Цена: 44750.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Partnerships among a variety of institutions – for profit, not-for-profit, and non-profit – are a relatively recent organizational development. Such partnerships link businesses, government, and social agencies. The primary reason for these relationships is to achieve goals sooner and more efficiently by building on the resources and expertise of each partner. In arts education, schools, arts organizations, cultural institutions, government agencies, and universities have engaged in joint ventures to improve the teaching and learning of the arts disciplines in their schools and in their communities. These partnerships have been particularly beneficial for teachers, many of whom have limited background in the arts but are expected to teach them in their classrooms. Arts partnerships initially focused on the goals of the participating organizations; that is, to develop artistic skills, to build future audiences, and/or to encourage young people to consider an artistic career. More recently, partnerships focus on educational goals rather than solely artistic ones. Despite the challenges and complexities of arts education partnerships, most partners believe that the benefits to students, teachers and the community outweigh the disadvantages and consequently, as the research in Working Together demonstrates, they are willing to justify the time, energy, and expense involved to improve the quality of arts education.
Автор: Andrews, Bernard W. Название: Working together ISBN: 1433131447 ISBN-13(EAN): 9781433131448 Издательство: Peter Lang Рейтинг: Цена: 172440.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Partnerships among a variety of institutions – for profit, not-for-profit, and non-profit – are a relatively recent organizational development. Such partnerships link businesses, government, and social agencies. The primary reason for these relationships is to achieve goals sooner and more efficiently by building on the resources and expertise of each partner. In arts education, schools, arts organizations, cultural institutions, government agencies, and universities have engaged in joint ventures to improve the teaching and learning of the arts disciplines in their schools and in their communities. These partnerships have been particularly beneficial for teachers, many of whom have limited background in the arts but are expected to teach them in their classrooms. Arts partnerships initially focused on the goals of the participating organizations; that is, to develop artistic skills, to build future audiences, and/or to encourage young people to consider an artistic career. More recently, partnerships focus on educational goals rather than solely artistic ones. Despite the challenges and complexities of arts education partnerships, most partners believe that the benefits to students, teachers and the community outweigh the disadvantages and consequently, as the research in Working Together demonstrates, they are willing to justify the time, energy, and expense involved to improve the quality of arts education.
Автор: Kim, Young-chun Название: Shadow education and the curriculum and culture of schooling in south korea ISBN: 1137513233 ISBN-13(EAN): 9781137513236 Издательство: Springer Рейтинг: Цена: 74530.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book enables Western scholars and educators to recognize the roles and contributions of shadow education/hakwon education in an international context.
Автор: Terrence C. Mason, Robert J. Helfenbein Название: Ethics and International Curriculum Work: The Challenges of Culture and Context ISBN: 1617358444 ISBN-13(EAN): 9781617358449 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 50820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The widely cited, though highly contested, idea that “the world is flat” (Friedman, 2004) carries with it a call for education to provide a levelling effect across continents and cultures Students in Skokie or in Skopje, as the theory goes, are expected to experience a school curriculum that shares certain common elements, goals, and purposes. Such a globalised view is not, however, without its complications. This book addresses some of the issues that arise when the transmigration of educational ideas occurs, with a particular eye toward the ethical dilemmas that curriculum workers face in international contexts.<br><br> The authors who have contributed to this volume explore, through case examples and critical reflection, what happens when ideas that are drawn from one set of cultural norms and experiences is introduced into other cultural contexts. In many cases these are the stories of “donors” and “hosts,” of structured inequities of power and influence, of disparities in material resources, and, as expressed in one of the cases, the dynamics of the “coloniser” and the “colonised.” A recurrent theme concerns the challenges faced by educators working internationally to reconcile their own ethical predispositions toward equity and cultural responsiveness with certain tacit assumptions about the appropriateness or value of curriculum practices brought from the “developed” world for teachers and students in the “developing” world. How these dilemmas are navigated forms the content of this collection of reports from the field written by those who engage in this complex and important work. <br><br> While the content of this volume is situated at the intersection between the field of curriculum studies and comparative education, it is fundamentally a book about curriculum. Most of the authors come from various disciplinary backgrounds with specialisations in curriculum development in content areas such as social studies, geography, or mathematics. As “outsiders looking in” on the field of international education and with thoughtful reflections grounded in practice, the authors provide a new set of insights into the challenges of international curriculum work. Finally, since many of the questions raised by the work included here are ethical in nature, the book begins and ends with analyses that link the practical realities presented in the cases with contemporary philosophical thought. This, then, can be seen as the primary contribution of the book to the educational literature as it offers a careful and well-articulated synthesis of theory and practice in the field of international curriculum work. This publication would make an important contribution to courses in curriculum theory and practice, comparative and international education, and international development outside of the field of education.
Автор: Terrence C. Mason, Robert J. Helfenbein Название: Ethics and International Curriculum Work: The Challenges of Culture and Context ISBN: 1617358452 ISBN-13(EAN): 9781617358456 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 94250.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: The widely cited, though highly contested, idea that “the world is flat” (Friedman, 2004) carries with it a call for education to provide a levelling effect across continents and cultures Students in Skokie or in Skopje, as the theory goes, are expected to experience a school curriculum that shares certain common elements, goals, and purposes. Such a globalised view is not, however, without its complications. This book addresses some of the issues that arise when the transmigration of educational ideas occurs, with a particular eye toward the ethical dilemmas that curriculum workers face in international contexts.<br><br> The authors who have contributed to this volume explore, through case examples and critical reflection, what happens when ideas that are drawn from one set of cultural norms and experiences is introduced into other cultural contexts. In many cases these are the stories of “donors” and “hosts,” of structured inequities of power and influence, of disparities in material resources, and, as expressed in one of the cases, the dynamics of the “coloniser” and the “colonised.” A recurrent theme concerns the challenges faced by educators working internationally to reconcile their own ethical predispositions toward equity and cultural responsiveness with certain tacit assumptions about the appropriateness or value of curriculum practices brought from the “developed” world for teachers and students in the “developing” world. How these dilemmas are navigated forms the content of this collection of reports from the field written by those who engage in this complex and important work. <br><br> While the content of this volume is situated at the intersection between the field of curriculum studies and comparative education, it is fundamentally a book about curriculum. Most of the authors come from various disciplinary backgrounds with specialisations in curriculum development in content areas such as social studies, geography, or mathematics. As “outsiders looking in” on the field of international education and with thoughtful reflections grounded in practice, the authors provide a new set of insights into the challenges of international curriculum work. Finally, since many of the questions raised by the work included here are ethical in nature, the book begins and ends with analyses that link the practical realities presented in the cases with contemporary philosophical thought. This, then, can be seen as the primary contribution of the book to the educational literature as it offers a careful and well-articulated synthesis of theory and practice in the field of international curriculum work. This publication would make an important contribution to courses in curriculum theory and practice, comparative and international education, and international development outside of the field of education.
Автор: Elizabeth Pollock Название: Popular Culture, Piracy, and Outlaw Pedagogy: A Critique of the Miseducation of Davy Jones ISBN: 9462096120 ISBN-13(EAN): 9789462096127 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: Popular Culture, Piracy, and Outlaw Pedagogy explores the relationship between power and resistance by critiquing the popular cultural image of the pirate represented in Pirates of the Caribbean. Of particular interest is the reliance on modernism’s binary good/evil, Sparrow/Jones, how the films’ distinguish the two concepts/characters via corruption, and what we may learn from this structure which I argue supports neoliberal ideologies of indifference towards the piratical Other. What became evident in my research is how the erasure of corruption via imperial and colonial codifications within seventeenth century systems of culture, class hierarchies, and language succeeded in its re-presentation of the pirate and members of a colonized India as corrupt individuals with empire emerging from the struggle as exempt from that corruption. This erasure is evidenced in Western portrayals of Somali pirates as corrupt Beings without any acknowledgement of transnational corporations’ role in provoking pirate resurgence in that region. This forces one to re-examine who the pirate is in this situation. Erasure is also evidenced in current interpretations of both Bush’s No Child Left Behind and Obama’s Race to the Top initiative. While NCLB created conditions through which corruption occurred, I demonstrate how Race to the Top erases that corruption from the institution of education by placing it solely into the hands of teachers, thus providing the institution a “free pass” to engage in any behavior it deems fit. What pirates teach us, then, are potential ways to thwart the erasure process by engaging a pedagogy of passion, purpose, radical love and loyalty to the people involved in the educational process.
Автор: Elizabeth Pollock Название: Popular Culture, Piracy, and Outlaw Pedagogy: A Critique of the Miseducation of Davy Jones ISBN: 9462096112 ISBN-13(EAN): 9789462096110 Издательство: Brill Рейтинг: Цена: 25240.00 T Наличие на складе: Невозможна поставка. Описание: Popular Culture, Piracy, and Outlaw Pedagogy explores the relationship between power and resistance by critiquing the popular cultural image of the pirate represented in Pirates of the Caribbean. Of particular interest is the reliance on modernism’s binary good/evil, Sparrow/Jones, how the films’ distinguish the two concepts/characters via corruption, and what we may learn from this structure which I argue supports neoliberal ideologies of indifference towards the piratical Other. What became evident in my research is how the erasure of corruption via imperial and colonial codifications within seventeenth century systems of culture, class hierarchies, and language succeeded in its re-presentation of the pirate and members of a colonized India as corrupt individuals with empire emerging from the struggle as exempt from that corruption. This erasure is evidenced in Western portrayals of Somali pirates as corrupt Beings without any acknowledgement of transnational corporations’ role in provoking pirate resurgence in that region. This forces one to re-examine who the pirate is in this situation. Erasure is also evidenced in current interpretations of both Bush’s No Child Left Behind and Obama’s Race to the Top initiative. While NCLB created conditions through which corruption occurred, I demonstrate how Race to the Top erases that corruption from the institution of education by placing it solely into the hands of teachers, thus providing the institution a “free pass” to engage in any behavior it deems fit. What pirates teach us, then, are potential ways to thwart the erasure process by engaging a pedagogy of passion, purpose, radical love and loyalty to the people involved in the educational process.
Автор: Maria Pagoni Название: Ecole(s) et culture(s): Savoirs scolaires, pratiques sociales et significations ISBN: 3034311540 ISBN-13(EAN): 9783034311540 Издательство: Peter Lang Рейтинг: Цена: 71940.00 T Наличие на складе: Невозможна поставка. Описание: Issu des travaux menes autour du symposium international Ecole(s) et culture(s): quels savoirs, quelles pratiques ? organise a l’universite Lille 3, cet ouvrage croise des modeles theoriques et des outils methodologiques en psychologie de l’education, en anthropologie et en didactique pour interroger la notion de culture(s) dans ses differentes variations et ses rapports complexes avec les savoirs scolaires: a la fois condition et produit des apprentissages, ensemble d’invariants conceptuels explicites ou en acte qui sont partie constitutive de l’identite des sujets, ensemble de connaissances et de valeurs qui se construit en meme temps qu’il se transmet au sein des lieux d’education ou de formation. L’ouvrage propose ainsi la notion de culture(s) comme outil heuristique et dynamique pour penser les savoirs scolaires au croisement de logiques curriculaires et de conceptualisations des acteurs de l’education. Sa parution se situe au coeur des debats actuels concernant la place de(s) culture(s) au sein de l’ecole ainsi que dans les tensions qui sous-tendent la formation des enseignants.
Название: Teaching with disney ISBN: 1433128810 ISBN-13(EAN): 9781433128813 Издательство: Peter Lang Рейтинг: Цена: 44750.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Teaching with Disney, the first comprehensive volume on Disney as cultural pedagogy and classroom praxis, explores what it means to teach, learn, and live in a world where many familiar discourses are dominated by The Walt Disney Company. The book analyzes the ways in which the powerful messages of Disney shape the way we teach and learn. Featuring scholars from a wide range of educational contexts, including educational foundations, art education, higher education, K-12 contexts, adult education, media literacy, critical pedagogy, and curriculum studies, this book is accessible and interesting to a global audience of educational researchers and practitioners as well as undergraduate and graduate students in educational foundations, curriculum and instruction, curriculum theory, critical media education, art education, sociology of education, and related fields. Discussion questions are provided for each chapter to help facilitate class discussions and assignments. This is an excellent assignment text for education classrooms.
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