Written by internationally renowned author Stella Cottrell, this is an essential resource for students looking to refine their thinking, reading and writing skills. Stella Cottrell's student-centred approach demystifies critical thinking and breaks down a complex subject into manageable chunks. With clear explanations, relevant examples and plenty of exercises throughout, this book helps students to develop their analytical reasoning skills and apply them to a range of tasks including reading, note-making and writing. This text will turn even the most hesitant student into a proficient critical thinker.
This is an ideal companion for students of study skills, humanities, social sciences, business and arts programmes, where assessment includes essay and report writing. It is suitable for students of all levels. New to this Edition: - Brand new chapter on critical thinking and employability - Includes a wider range of examples to highlight the variety of contexts in which critical thinking can be used - Coverage of both academic and professional forms of critical writing
Название: Inclusive Communities: A Critical Reader ISBN: 9460918476 ISBN-13(EAN): 9789460918476 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: The term "Inclusive Communities" has increasingly featured in recent years, at policy, practice and theoretical levels, drawing from different disciplinary standpoints. Much of this has been spurred by efforts at understanding the exclusions confronted by certain populations, to develop the notion of and mechanisms by which communities can include those who are marginalised and/or oppressed, and in some contexts to 'bring back' community as something real or imagined. In spite of this, this deceptive term remains shrouded in epistemological darkness, conveniently endorsed but often little theorised and less understood. This text provides an exciting introductory textbook, drawing academics, policy makers and activists from various fields to theorise, create new and innovative conceptual platforms and develop further the hybrid idea of inclusive communities.
Название: Inclusive Communities: A Critical Reader ISBN: 9460918484 ISBN-13(EAN): 9789460918483 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: The term "Inclusive Communities" has increasingly featured in recent years, at policy, practice and theoretical levels, drawing from different disciplinary standpoints. Much of this has been spurred by efforts at understanding the exclusions confronted by certain populations, to develop the notion of and mechanisms by which communities can include those who are marginalised and/or oppressed, and in some contexts to 'bring back' community as something real or imagined. In spite of this, this deceptive term remains shrouded in epistemological darkness, conveniently endorsed but often little theorised and less understood. This text provides an exciting introductory textbook, drawing academics, policy makers and activists from various fields to theorise, create new and innovative conceptual platforms and develop further the hybrid idea of inclusive communities.
Название: Contexts for diversity and gender identities in higher education ISBN: 1787560570 ISBN-13(EAN): 9781787560574 Издательство: Emerald Рейтинг: Цена: 107050.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This volume provides educators with a global understanding of the challenges associated with equity and inclusion in higher education, and it provides evidence-based strategies for addressing the challenges associated with implementing equity and inclusion at higher education institutions around the world.
Автор: Frank Tuitt, Chayla Haynes, Saran Stewart, Lori D. Patton Название: Race, Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education ISBN: 1620363399 ISBN-13(EAN): 9781620363393 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students.
Название: Indigenous Innovations in Higher Education: Local Knowledge and Critical Research ISBN: 9463510133 ISBN-13(EAN): 9789463510134 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: This edited volume is the result of a collaborative project of Indigenous graduate education training and higher education-tribal institution partnerships in the southwestern United States. We feature the work of interdisciplinary scholars writing about local peoples, issues, and knowledges that demonstrate rich linkages between universities and Indigenous communities. Collectively, as Indigenous peoples writing, this work takes the opportunity to explore why and how Indigenous peoples are working to reframe dominant limits of our power and to shift educational efforts from the colonial back to an Indigenous center. These efforts reflect a conscientious practice to maintain Indigenous worldviews through diverse yet unified approaches aimed at serving Indigenous peoples and places.Cover photo: Gia Khun (Mother Corn) with Gia (Mother) and Uncle Manual, c. 1918. This is a family photo provided by Dr. Tessie Naranjo (Santa Clara Pueblo). Imaging assistance provided by Tewa artist, Jason Garcia (Okuu Pin).
Название: Indigenous Innovations in Higher Education: Local Knowledge and Critical Research ISBN: 9463510125 ISBN-13(EAN): 9789463510127 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: This edited volume is the result of a collaborative project of Indigenous graduate education training and higher education-tribal institution partnerships in the southwestern United States. We feature the work of interdisciplinary scholars writing about local peoples, issues, and knowledges that demonstrate rich linkages between universities and Indigenous communities. Collectively, as Indigenous peoples writing, this work takes the opportunity to explore why and how Indigenous peoples are working to reframe dominant limits of our power and to shift educational efforts from the colonial back to an Indigenous center. These efforts reflect a conscientious practice to maintain Indigenous worldviews through diverse yet unified approaches aimed at serving Indigenous peoples and places.Cover photo: Gia Khun (Mother Corn) with Gia (Mother) and Uncle Manual, c. 1918. This is a family photo provided by Dr. Tessie Naranjo (Santa Clara Pueblo). Imaging assistance provided by Tewa artist, Jason Garcia (Okuu Pin).
Название: Living Otherwise: Students with Profound and Multiple Learning Disabilities as Agents in Educational Contexts ISBN: 9462091307 ISBN-13(EAN): 9789462091306 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: …One of the classroom assistants, Irene, decided to tell Ruth a story around the giving of invitations for her birthday party while she was feeding her. Mummy Sylvia was going to give a big party to celebrate Ruth’s birthday and a number of guests were to be invited, amongst them the classroom staff. At this point, Irene started asking Ruth whether she wanted to invite Duncan. Ruth signed no. Irene repeated verbally Ruth’s sign. No, then, shall we invite Jasmine? No again. Shall we invite Irene? No also. Shall we invite Ritienne? Again a negative answer. Shall we invite Joanne? Yes. Irene said: you only want Joanne at your party? And Ruth put her hand in front of her chest and laughed, moving her right leg in the air, an action which she normally does when enjoying herself. The teaching staff were suddenly involved and very interested in this play and asked Irene to go through the story with Ruth all over again. They suggested that this time Irene should change the sequence of their names recounted to Ruth. And so she did. But once more Ruth only invited Joanne for her birthday party. The whole process was repeated several times, still with Joanne being the only person chosen from the school staff. The teaching staff now was participating and commenting on Ruth’s responses. They tried to reason with Ruth in vain and persuade her in various ways to change her mind. Their arguments were similar to the following: You say no to Jasmine, but she is the one who escorts you home everyday—now is that fair? And Duncan, who loves you so much and spends so much time with you—don’t you want to invite him to your party? The staff members became concerned at Ruth’s refusals and not a little offended. There were moments when Joanne was trying to excuse herself and explain why she thought that Ruth would choose her. She tried to convince the others that Ruth was only joking, that in reality she does want to invite all of them… (p. 140) This book addresses the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. When children have such severe impairment, the idea of their agency often does not cross the mind of adults around them. However this book draws upon the work of Jacques Derrida, Felix Guattari and Gilles Deleuze in relation to nine stories on engaging with children with PMLD, showing to readers the profound influence that children have upon the lives and actions of the persons around them.
Название: Living Otherwise: Students with Profound and Multiple Learning Disabilities as Agents in Educational Contexts ISBN: 9462091293 ISBN-13(EAN): 9789462091290 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: …One of the classroom assistants, Irene, decided to tell Ruth a story around the giving of invitations for her birthday party while she was feeding her. Mummy Sylvia was going to give a big party to celebrate Ruth’s birthday and a number of guests were to be invited, amongst them the classroom staff. At this point, Irene started asking Ruth whether she wanted to invite Duncan. Ruth signed no. Irene repeated verbally Ruth’s sign. No, then, shall we invite Jasmine? No again. Shall we invite Irene? No also. Shall we invite Ritienne? Again a negative answer. Shall we invite Joanne? Yes. Irene said: you only want Joanne at your party? And Ruth put her hand in front of her chest and laughed, moving her right leg in the air, an action which she normally does when enjoying herself. The teaching staff were suddenly involved and very interested in this play and asked Irene to go through the story with Ruth all over again. They suggested that this time Irene should change the sequence of their names recounted to Ruth. And so she did. But once more Ruth only invited Joanne for her birthday party. The whole process was repeated several times, still with Joanne being the only person chosen from the school staff. The teaching staff now was participating and commenting on Ruth’s responses. They tried to reason with Ruth in vain and persuade her in various ways to change her mind. Their arguments were similar to the following: You say no to Jasmine, but she is the one who escorts you home everyday—now is that fair? And Duncan, who loves you so much and spends so much time with you—don’t you want to invite him to your party? The staff members became concerned at Ruth’s refusals and not a little offended. There were moments when Joanne was trying to excuse herself and explain why she thought that Ruth would choose her. She tried to convince the others that Ruth was only joking, that in reality she does want to invite all of them… (p. 140) This book addresses the question of agency that children with profound and multiple learning disabilities (PMLD) have in educational contexts. When children have such severe impairment, the idea of their agency often does not cross the mind of adults around them. However this book draws upon the work of Jacques Derrida, Felix Guattari and Gilles Deleuze in relation to nine stories on engaging with children with PMLD, showing to readers the profound influence that children have upon the lives and actions of the persons around them.
Автор: Anna Carlile Название: Permanent Exclusion from School and Institutional Prejudice: Creating Change Through Critical Bureaucracy ISBN: 9462091811 ISBN-13(EAN): 9789462091818 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: This book tells the story of permanent exclusion from school from within an urban children’s services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. The book questions how and why local government officers make particular decisions about children and young people. Rather than focussing on what children and young people 'did' behaviourally to 'get excluded', the book adopts a Foucauldian analysis to concentrate on their place within a larger policy-community which includes professionals and policy makers. It adopts a critical-bureaucratic exercise in ‘studying up’ on powerful organisations: an informed approach to ameliorating social inequity. The findings described here suggest a broad, deep and opaque seam of institutional prejudice: permanent exclusion from school can be understood to be both caused by this and to intensify its effects. This has implications for the ‘voices’ of young people subject to or at risk of permanent exclusion from school, and the final chapter outlines a Foucauldian/Freirian ‘student voice’ project, offering ideas about how schools might tackle this.
Автор: Anna Carlile Название: Permanent Exclusion from School and Institutional Prejudice: Creating Change Through Critical Bureaucracy ISBN: 9462091803 ISBN-13(EAN): 9789462091801 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: This book tells the story of permanent exclusion from school from within an urban children’s services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. The book questions how and why local government officers make particular decisions about children and young people. Rather than focussing on what children and young people 'did' behaviourally to 'get excluded', the book adopts a Foucauldian analysis to concentrate on their place within a larger policy-community which includes professionals and policy makers. It adopts a critical-bureaucratic exercise in ‘studying up’ on powerful organisations: an informed approach to ameliorating social inequity. The findings described here suggest a broad, deep and opaque seam of institutional prejudice: permanent exclusion from school can be understood to be both caused by this and to intensify its effects. This has implications for the ‘voices’ of young people subject to or at risk of permanent exclusion from school, and the final chapter outlines a Foucauldian/Freirian ‘student voice’ project, offering ideas about how schools might tackle this.
Название: Diversifying the Teaching Force in Transnational Contexts: Critical Perspectives ISBN: 9463006613 ISBN-13(EAN): 9789463006613 Издательство: Brill Рейтинг: Цена: 66410.00 T Наличие на складе: Невозможна поставка. Описание: Diversifying the teaching force has become a priority in many migrant-receiving jurisdictions worldwide with the growing mismatch between the ethnic backgrounds, cultures, languages, and religions of teachers and those of students and families. Arguments for diversification tend to be couched in terms of disproportionate representation and students from minority backgrounds needing positive role models, yet research identifies other compelling reasons for diversification, including the fact that teachers of migrant backgrounds often possess outstanding qualifications when multilingualism and internationally obtained education and experience are taken into account, and the fact that all students, including majority-background students, benefit from a diversity of role models in schools. Nevertheless, the process of diversification is fraught with complexity. Depending on the context, systemic discrimination, an oversupply of teachers in the profession generally, and outdated hiring policies and practices can all impede efforts to diversify the teaching force. This volume comprises original research from Canada, the U. S., Germany, Ireland, Scotland, and England that problematizes issues of diversifying the teaching force and identifies promising practices. A foreword written by Charlene Bearhead of the National Centre for Truth and Reconciliation questions the very purpose of education in and for diverse societies. An introduction written by the editors defines key concepts and establishes a rationale for diversifying the teaching force in migrant-receiving contexts. Following this, key international scholars offer empirical perspectives using a range of methodologies and theories rooted in critical social science paradigms. The volume informs future research, programming, and policy development in this area.
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