Challenging Dominant Views on Student Behaviour at School: Answering Back, Sullivan Anna, Johnson Bruce, Lucas Bill
Автор: Anna Sullivan; Bruce Johnson; Bill Lucas Название: Challenging Dominant Views on Student Behaviour at School ISBN: 9811006261 ISBN-13(EAN): 9789811006265 Издательство: Springer Рейтинг: Цена: 83850.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Chapter 1 Introduction: Why it is important to answer back.- Chapter 2 Daring to disagree about school 'discipline': An Australian case study of a media-led backlash.- Chapter 3 Understanding and challenging dominant discourses about student behaviour at school.- Chapter 4 Promoting pedagogies of engagement in secondary schools: Possibilities for pedagogical reform.- Chapter 5 Goodbye Mr. Chips, Hello Dr. Phil?.- Chapter 6 Rethinking mis/behaviour in schools: From 'youth as a problem' to the 'relational school'.- Chapter 7 Reframing 'behaviour' in schools: The role of recognition in improving student wellbeing.- Chapter 8 'Schoolwork' and 'teachers': Disaffected boys talk about their problems with school.- Chapter 9 Beyond the 'habits' of 'punishing criticising and nagging': Fostering respectful and socially just student relations using critical pedagogies.- Chapter 10 Overcoming the 'hidden injuries' of students from refugee backgrounds: The importance of caring teacher-student relationships.- Chapter 11 Against the tide: Enacting respectful student behaviour policies in 'zero tolerance' times.- Chapter 12 'Answering Back' - some concluding thoughts.
And This Little Piggy Had None: Challenging the Dominant Discourse on Farmed Animals in Children’s Picturebooks is a fascinating critique of how "farm" animals are represented in children’s literature. Drawing from the fields of critical animal studies, critical discourse analysis, and animal behavior research, Janae Dimick questions the validity of these representations as environmental, societal, and other negative effects related to factory farming emerge. Questioning the socially constructed categories that humans use to classify which animals are used for consumption and which are meant for companionship, the book works to dismantle the "truth" of what children learn from the informational texts that are read to them in educational and home settings. The first of its kind, this book will make readers question their relationship with nonhuman animals and rethink how language creates narratives that ultimately act to the detriment of humans, nature, and animals. Students studying critical pedagogy, ecolinguistics, ecopedagogy, early childhood literacy, ecocriticism, bioethics, critical animal studies, environmental studies and education, and human-animal studies would benefit from reading this easily accessible text.
Название: Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-Dominant Languages and Cultures ISBN: 9462092168 ISBN-13(EAN): 9789462092167 Издательство: Brill Рейтинг: Цена: 66410.00 T Наличие на складе: Невозможна поставка. Описание: This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages—which in many cases are in non-dominant positions relative to other languages in society—in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling has liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education. The authors deal not only with educational development in specific low-income and emerging countries in Asia (Afghanistan, Bangladesh, Cambodia, the Philippines Thailand and Vietnam), Latin America (Guatemala and Mexico) and Africa (Mozambique, Senegal and Tanzania), but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries (Canada and the USA). In the introductory chapter the editors highlight common and cross-cutting themes and propose appropriate, sometimes new terminology for the discussion of linguistic and cultural issues in education, particularly in low-income multilingual countries. Likewise, using examples from additional countries and contexts, the three final chapters address cross-cutting issues related to language and culture in educational research and development. The authors and editors of this volume share a common commitment to comparativism in their methods and analysis, and aim to contribute to more inclusive and relevant education for all.
Название: Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-Dominant Languages and Cultures ISBN: 9462092176 ISBN-13(EAN): 9789462092174 Издательство: Brill Рейтинг: Цена: 119540.00 T Наличие на складе: Невозможна поставка. Описание: This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages—which in many cases are in non-dominant positions relative to other languages in society—in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling has liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education. The authors deal not only with educational development in specific low-income and emerging countries in Asia (Afghanistan, Bangladesh, Cambodia, the Philippines Thailand and Vietnam), Latin America (Guatemala and Mexico) and Africa (Mozambique, Senegal and Tanzania), but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries (Canada and the USA). In the introductory chapter the editors highlight common and cross-cutting themes and propose appropriate, sometimes new terminology for the discussion of linguistic and cultural issues in education, particularly in low-income multilingual countries. Likewise, using examples from additional countries and contexts, the three final chapters address cross-cutting issues related to language and culture in educational research and development. The authors and editors of this volume share a common commitment to comparativism in their methods and analysis, and aim to contribute to more inclusive and relevant education for all.
