Teaching and Learning as a Pedagogic Pilgrimage, Davids, Nuraan
Название: Understanding Pedagogic Documentation in Early Childhood Education ISBN: 0367140780 ISBN-13(EAN): 9780367140786 Издательство: Taylor&Francis Рейтинг: Цена: 38780.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Drawing on theory, research-based evidence and practice, this text reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality.
Автор: Mary Elizabeth Ryan Название: Teaching Reflective Learning in Higher Education ISBN: 3319344404 ISBN-13(EAN): 9783319344409 Издательство: Springer Рейтинг: Цена: 93160.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book is about understanding the nature and application of reflection in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice.
Автор: Lim Название: Knowledge, Control and Critical Thinking in Singapore ISBN: 113888748X ISBN-13(EAN): 9781138887480 Издательство: Taylor&Francis Рейтинг: Цена: 158230.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
This book examines how critical thinking is regulated in Singapore through the process of what the influential sociologist of education Basil Bernstein termed "pedagogic recontextualization". The ability of critical thinking to speak to alternative possibilities and individual autonomy as well as its assumptions of a liberal arrangement of society is problematized in Singapore's socio-political climate. By examining how such curricular discourses are taken up and enacted in the classrooms of two schools that cater to very different groups in society, the book foregrounds the role of traditional high-status knowledge in the elaboration of class formation and develops a critical understanding of post-developmental state initiatives linked to the parable of modernization in Singapore.
Knowledge, Control and Critical Thinking in Singapore offers chapters on: - Critical Thinking and the Singapore State: Meritocracy, Illiberalism and Neoliberalism - Sacred Knowledge and Elite Dispositions: Recontextualizing Critical Thinking in an Elite School - Power, Knowledge and Symbolic Control: Official Pedagogic Identities and the Politics of Recontextualization
This book will appeal to scholars in comparative education studies, curriculum studies and education reform. It will also interest scholars engaged in Asian studies who are struggling to understand issues of education policy formation and implementation, particularly in the areas of critical thinking and other knowledge skills.
Автор: Lim Название: Knowledge, Control and Critical Thinking in Singapore ISBN: 1138575895 ISBN-13(EAN): 9781138575899 Издательство: Taylor&Francis Рейтинг: Цена: 50010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book examines how critical thinking is regulated in Singapore through the process of what the seminal education theorist Bail Bernstein labelled as "pedagogic recontextualisation". It studies the ways in which Singapore recontextualises its critical thinking methodologies as it grooms its people for an economy focused on "knowledge skills".
Автор: Brenda Leibowitz Название: Pedagogic Justice in Higher Education: Repositioning the Scholarship of Teaching and Learning ISBN: 1350040754 ISBN-13(EAN): 9781350040755 Издательство: Bloomsbury Academic Рейтинг: Цена: 95040.00 T Наличие на складе: Невозможна поставка. Описание: Brenda Leibowitz issues a call for pedagogic justice in higher education and offers a conceptual model depicting the relationships between social, cognitive and pedagogic justice. Cognitive justice intersects with several important concepts in the literature on knowledge: decolonisation, decoloniality, Africanisation and indigenous knowledges. Leibowitz argues that these intersecting concepts do not take into sufficient account how the various forms of difference that exist in society influence learning. These differences include race, gender, social class, access to formal schooling and age. Nor, she asserts, does this literature consider sufficiently how people learn when the languages or discourses in which academic concepts are formulated are familiar or foreign. Pedagogic Justice in Higher Education traces the impact of social injustice and cognitive injustice in higher education. It provides a comprehensive treatment of approaches towards cognitive justice and considers the challenges and opportunities these pose for higher education and the global South. With regard to pedagogic justice, Leibowitz emphasises the significance of purpose for learning and the orientation of the learner towards knowledge within a broader frame of practice theory. She considers the role and attributes of the teaching academic, where reflexivity and engagement in a participatory form of the scholarship of teaching and learning are useful. The book raises important questions such as: given the significance of context and difference, is there one approach to pedagogic justice that can be adopted in diverse societies? How do we generate dialogue between the ‘scientific’ or western accounts of learning on the one hand and local, craft and indigenous accounts on the other?
Автор: Mary Elizabeth Ryan Название: Teaching Reflective Learning in Higher Education ISBN: 3319092707 ISBN-13(EAN): 9783319092706 Издательство: Springer Рейтинг: Цена: 93160.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book is about understanding the nature and application of reflection in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice.
Название: Understanding Pedagogic Documentation in Early Childhood Education ISBN: 0367140772 ISBN-13(EAN): 9780367140779 Издательство: Taylor&Francis Рейтинг: Цена: 148010.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Drawing on theory, research-based evidence and practice, this text reveals pedagogic documentation as an instigator for critical reflection on practice, for the creation of new pedagogical approaches and improvements in quality.
Автор: Bernstein, Basil Название: The Structuring of Pedagogic Discourse ISBN: 0415302900 ISBN-13(EAN): 9780415302906 Издательство: Taylor&Francis Рейтинг: Цена: 306240.00 T Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Knights Ben Название: Pedagogic Criticism: Reconfiguring University English Studies ISBN: 1349670499 ISBN-13(EAN): 9781349670499 Издательство: Springer Рейтинг: Цена: 23280.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book argues that the history of English Studies is embedded in its classroom practice, and its practice in its history. While the subject discipline maintains strong pedagogic principles, many of its principles and values are obscure or even invisible to students and potential students.
Автор: de Jong Wim Название: Civic Education and Contested Democracy: Towards a Pedagogic State in the Netherlands post 1945 ISBN: 3030563006 ISBN-13(EAN): 9783030563004 Издательство: Springer Рейтинг: Цена: 93160.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book explores citizenship education and democracy in the Netherlands. From the Second World War to the present day, debates about civic education and democracy have raged in the country: this book demonstrates how citizens, social movements and political elites have articulated their own notions of democracy.
Автор: Yusef Waghid, Faiq Waghid, Zayd Waghid Название: Educational Technology and Pedagogic Encounters: Democratic Education in Potentiality ISBN: 9463005447 ISBN-13(EAN): 9789463005449 Издательство: Brill Рейтинг: Цена: 51800.00 T Наличие на складе: Невозможна поставка. Описание: This book looks at some of the underlying theories of educational technology (means), and ways in which this technology is guided in practice (ends). The authors are intent on producing ends that prepare students to undertake new analyses and evaluations that can result in new possibilities for democratic action. Emphasis is on their understanding of and position within educational technology—as opposed to using or applying educational technology. The work is not written from the point of view that their embeddedness within educational technology has a utilitarian end in mind, but rather that their situatedness within educational technology (a practice in itself) leaves open possibilities for new ways of understanding democratic education. This book is organised into six interrelated themes that work towards the cultivation of educational technology as a human practice which guides pedagogic encounters on the basis of taking risks in relation to which the unexpected, unimaginable is always possible.
Автор: Stephanie Leder Название: Transformative Pedagogic Practice ISBN: 9811323682 ISBN-13(EAN): 9789811323683 Издательство: Springer Рейтинг: Цена: 93160.00 T Наличие на складе: Поставка под заказ. Описание: This book explores how the transnational Education for Sustainable Development (ESD) policy is being translated into formal school education in India. Stephanie Leder investigates the ESD’s transformative potential for pedagogic practice and builds a set of principles for how the global objectives of the ESD can be interpreted in diverse socio-cultural contexts. Her approach for transformative pedagogic practice emphasizes the promotion of a critical consciousness through argumentation skills. Using the case of water conflicts in geography education in India, the book reveals the contradictions between ESD objectives and curricula, syllabi, textbooks and classroom teaching at secondary schools in Pune, Maharashtra. Leder’s approach demonstrates how principles of schooling can be altered towards learner-centered, problem-posing and network-thinking teaching approaches to empower students towards reflective decision-making on the sustainable use of natural resources.
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