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Book Synopsis

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Book Synopsis

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Book SynopsisWilliam H. Kitchen is a freelance educational researcher. He currently teaches mathematics at post-primary level in Northern Ireland, and has previously authored Authority and the Teacher (2014) with Bloomsbury.Trade ReviewThis book is invaluable as an antidote to the current dangerous emphasis on brain-based education, with its seductive rhetoric. It is a relief to read Kitchen’s thorough, thought-provoking and lucid scrutiny of the phenomenon! The book should be read by anyone committed to the deflation of myths that will otherwise affect millions of pupils, as well as teachers and educators at all levels. * Anita Norlund, Associate Professor of Education, University of Borås, Sweden *Table of ContentsSeries Editor Foreword Preface Acknowledgements Wittgentsteinian Abbreviations Part I: An Introduction to Neuroscience and Education 1. Neuroscience, Brain Based Learning and Education 2. Collaborative Reports in Neuroscience and Education 3. A Local Paradigmatic Example, Founded on an International Research Phenomenon Part II: The Philosophical Critique of Neuroeducation and Brain-Based Learning: Mereology, Asymmetry and Irreducible Uncertainty 4. The Mereological Fallacy 5. First-Person/Third-Person Asymmetry 6. Neuroscience and Irreducible Uncertainty Part III: The Philosophy of the Inner and the Outer: Neuroscience, Cartesianism and Mind-Brain Identity Theory 7. Inner and Outer: The Epistemology of the Mind 8. Inner and Outer: The Challenges of Crypto-Cartesianism, Materialism and Reductionism Part IV: Intrinsic and Relational Models of Education: Unifying the Philosophy of Mind and the Philosophy of Quantum Physics 9. Intrinsic and Relational Models of Education 10. Education, Psychology and Physics 11. Bohr’s Philosophy of Physics and its Application to Psychology and Education Part V: The Wittgenstein-Bohr Model of Education 12. A New Educational Philosophy Based on Bohr’s Interpretation of Quantum Physics 13. Conclusions: Wittgenstein-Bohr Model of Education Concluding Remarks Bibliography Index

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Book SynopsisMigration and refugee settlement policies have brought significant demographic changes to some regional centres over the past two decades and this book focuses on one such centre, a mid-size town in New South Wales. Historically, social relations in rural settlements have been enacted primarily within a white/black (Anglo/Indigenous) binary but in recent years this town has become home to several hundred refugees from Africa, South-East Asia and the Middle East. Using interview, observational and documentary data, the book examines how multiculturalism is understood, valued and lived in the town's two public high schools. Schools are key sites for everyday interactions between people from diverse ethnic, cultural, language and religious backgrounds. Drawing on critical theories of discourse, space and race, the book examines a host of anxieties in the town and its schools about recent demographic changes revealing how notions of rurality, steeped in colonial narratives about European s

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Book SynopsisKimberley Reynolds is Professor Emerita of Children's Literature at Newcastle University, UK. Matthew Grenby is Pro Vice Chancellor for Research and Innovation at Newcastle University, UK. Emily Murphy is Senior Lecturer in Children's Literature at Newcastle University, UK.

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Book Synopsis

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Book SynopsisThe first volume of its kind, Teaching Global Development offers a unique open access collection of current approaches to teaching development in ways that foreground such core ethical issues. Hailing from a range of disciplines and from across the world, the contributors gathered here describe what global development means in their context, offer strategies for more ethical syllabi, describe innovative ways to explore equity and diversity through readings and activities, and provide detailed case studies of GDS-related programs. Throughout, these chapters showcase new and innovative approaches to service learning, lesson plans, and activities that demonstrate what critical, decolonized, DEI-sensitive knowledge actually looks like. For its topical breadth, theoretical sophistication, and uniquely concrete examples and suggestions, this book is a must-read for scholars, instructors, and students interested in the ethics not only of global development, but also of curriculum-setting and pedagogy more broadly.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Indiana University and Worcester Polytechnic Institute.

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Book SynopsisCharlotte Barrow is Senior Lecturer in Education at the University of Central Lancashire, UK.Rebecca Westrup is an Associate Professor in Education at the University of East Anglia, UK.

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