Philosophy and theory of education Books

Book SynopsisMainstream educational leadership has lost much of its footing as a progressive practice. More managers than wisdom?keepers, educational leaders no longer have authority to critique the toxicities of the present and imagine alternative futures. In public schools and higher education, the neoliberal emphasis on measurable outcomes shrinks the radius of concern for what educational leaders are leading toward. There’s a planet missing in mainstream discourses of sustainability in educational leadership, and this book aims to resituate the work of teaching/leading in the place where we stand.In a period of overlapping social/environmental crises, this book takes inspiration from Robert Jensen’s call for teachers and intellectual leaders to “go apocalyptic”, i.e., to face head?on the calamities that threaten our shared future on Earth. When leadership is situated within an apocalyptic context, we are called to reflect on educational injustice and unsustainability, while envisioning more hopeful futures. The work of apocalyptic leadership, though, isn’t all about future vision; it’s also about attending to what hurts and what heals in the present moment. Intended for aspiring and practicing educational leaders in both K?12 and higher education settings, as well as scholars in the fields of social justice and sustainability, this book begins mapping and traversing the affective, spiritual, pragmatic, and organizational geography of apocalyptic leadership. Such leadership holds dear the radical belief in our shared capacity to work gracefully with the painful awareness that tremendous challenges are inevitable, and yet, we have every opportunity for inching toward a more habitable future.Table of Contents Introduction: How to Carry On? Enduring the Predicaments of Apocalyptic Leadership Gracefully. Part I: Teaching And Leading In An Apocalyptic Moment. Apocalyptic Teaching: Facing Our Fears and Teaching Through Tears, Robert Jensen. The Eco?Leadership Paradigm in the Classroom and Beyond, Benjamin Redekop and Isaac Schleifer. Cultivating Hope and Resolve in Perilous Times: Transforming Despair Into Adaptive Leadership, Marie Eaton. Something Else Is More Important Than Fear: Becoming?In/appropriate Educational Leaders on the Verge in a Time of Mass Extinction and Climate Catastrophe, Susan F. Reed. Part II: Leadership For Social Inclusion And Ecological Solutions. Solutionary Leadership: Creating a Culture in Which Ecologically Minded Teachers Thrive, Scott Morrison, Aaron Sebens, & John Heffernan. Small Changes With Deep Roots: Social Entrepreneurship and School Gardens, Courtney Baines. Transformative Spiritual School Leadership for Inclusive Education, Mousumi Mukherjee. Part III: Enduring Apocalyptic Work. Enduring Unsustainable Leadership: Enacting a Pedagogy of Hope Through Mindfulness, Artful Inspiration, and Compassionate Leadership, Jessica Gilway. Scheherazade and the Axe: Narrative Medicine, the Apocalypse, and the Way Through, Chris Osmond. Expanding the Radius of Concern and Cultivating Habits of Hope: A Meditation on Educational Leadership for Sustainable Ethics in the Anthropocene, Kelly Clark/Keefe and Vachel Miller. Conclusion: Apocalyptic Leadership in Formation, Vachel Miller. About the Contributors.

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Book SynopsisThis volume of "Advances in Educational Administration" examines discretionary behavior/performance, an emerging yet critical phenomenon for educational organizations to be effective in responding to the complex expectations of the 21st century. Discretionary behavior refers to the employee behavior that is not directly or explicitly recognized by the formal reward system, and in the aggregate promotes the efficient and effective functioning of the organization. Discretionary behaviors of the educational workforce can contribute to maintenance and enhancement of the social and psychological organizational context which supports the task performance and organizational effectiveness.Table of ContentsDedication. List of Contributors. Foreword. Introduction. Chapter 1 The Relationship between the Four Branch Model of Emotional Intelligence and Discretionary Behavior of University Educators. Chapter 2 Teachers’ Organizational Citizenship Behavior: An Empirical Examination of the Subjective and Dynamic Nature of the Boundary between in-Role and Extra-Role Behavior. Chapter 3 Organizational Citizenship Behaviors of Teachers: Antecedents, Transformational Leadership, and Contradictions. Chapter 4 Performance Beyond Expectations. Chapter 5 Relationship between Demographic Variables and Organizational Citizenship Behavior Among Community College Lecturers. Chapter 6 Nature of Leadership Discretions and Sustainability of Educational Innovations: Critical Connections. Chapter 7 Coalface Academic Leadership in Australian Higher Education: Discretionary Behaviour Through Empowerment. Chapter 8 What we do here is who we are. Chapter 9 The Relationship between Organizational Justice, Organizational Trust and Organizational Citizenship Behaviors in Secondary Schools in Turkey. Chapter 10 Teachers Supervising Teaching Assistants: Assigned Role or Discretionary Behaviour? Reflections from the United Kingdom. Chapter 11 The Possible Consequences of Organizational Citizenship Behaviors in Drug and Alcohol Prevention Education: Some Insights from Israeli Teachers and Principals. Chapter 12 What do we know about Assistant Principals? A Cross-National Examination of the Factors Affecting Task Performance, Discretionary Performance, and the Future Career Aspirations of Assistant Principals. Author biographies. Index. Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management. Advances in Educational Administration. Advances in Educational Administration. Copyright page.

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Book Synopsis Empathy and History offers a comprehensive and dual account of empathy’s intellectual and educational history. Beginning in an influential educational movement that implanted the concept in R.G. Collingwood’s re-enactment doctrine, the book goes back to reveal the fundamental role that empathy played in the foundation of the history discipline before tracing its reception and development in twentieth-century hermeneutics and philosophy of history. Attentive to matters of practice, it illuminates the distinct character of the historical context that empathetic understanding seeks to capture and sets out a new approach to empathy as a special variety of historical questioning.Trade Review “Tyson Retz’s Empathy and History is an ambitious and well-researched book, which sheds light on the complex origins and development of empathy in the discipline of history, history education and the philosophy of history. The author delivers a compelling exploration of the philosophical context, from which the concept of empathy emerged and argues for a return to metaphysics in philosophical reflection on empathy that focuses on the object of knowledge into which the empathetic inquirer investigates, as much as on the process of knowing itself.” • European Journal of Cultural & Political Sociology “This book might appeal most to those who want to learn more about philosophical approaches to history, especially those with a metaphysical orientation. The argument that Retz has constructed with this text is complex, thoroughly sourced, fluidly constructed, compelling, and thought provoking for the intellectually curious mind.” • Theory & Research in Social Education “Retz’s invaluable project of disciplinary distillation combines his knack for pedagogy and philosophy as he successfully historicises the concept of empathy and the relevant currents of thought which are attached to it. In this comprehensive account he carefully builds the contextual foundations of empathy’s place in historical thinking and pedagogy and marries these seemingly disparate constituents to demonstrate how they have influenced one another.” • Rethinking History “…a significant contribution to the literature on understanding the role of empathy in history education. [The author] should be congratulated for providing a comprehensive view of human empathy and education through a historical lens. Overall, this book is recommended as a critical reference for scholars and anyone paying attention to history and education, and it might be a worthy, challenging read for students in this field.” • History of Education “Empathy and History, Retz’s first book, is a significant and timely contribution to the long-standing and divisive debate about the understanding and role of empathy in the human sciences.” • History of Education Review “It is truly fascinating to accompany Retz as he examines international perceptions, transfers and combinations of empathy-related concepts across the world.” • Juliane Brauer, Max Planck Institute for Human DevelopmentTable of Contents Acknowledgments List of abbreviations Introduction PART I: EDUCATION Chapter 1. Reforming the Past Chapter 2. The Influence of the Philosophy of History Chapter 3. A Conceptual Portmanteau PART II: ORIGINS Chapter 4. Empathy and Historicism Chapter 5. Historicism, Neo-Kantianism and Hermeneutics Chapter 6. Collingwood and the Continent Chapter 7. Questions, Answers and Presuppositions Chapter 8. Horizons of Context PART III: CONSEQUENCES Chapter 9. Competing Conceptions Chapter 10. Historical Thinking and Historical Consciousness Conclusion Bibliography Index

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Book SynopsisThe higher education industry might seem like it’s booming, with over 200 million students in universities and colleges worldwide and funds flowing in like never before. But the truth is that these institutions have never been unhappier places to work. Corporate-style management, cost-cutting governments, mobilisations by angry students and strikes by a disgruntled workforce have taken their toll — in almost every country around the world. It’s no wonder that there is talk of ‘universities in crisis.’ But what should a ‘good university’ look like? In this inspiring new work, Raewyn Connell asks us to consider just that, challenging us to rethink the fundamentals of what universities do. Drawing on the examples offered by pioneering universities and educational reformers around the world, Connell outlines a practical vision for how our universities can become both more engaging and more productive places, driven by social good rather than profit, helping to build fairer societies.Trade ReviewIn The Good University Raewyn Connell provides a powerful and expansive critique of the current state of higher education. This lucid and important book makes clear that the global state of higher education is at a crossroads. * LSE Review of Books *A uniquely revealing global account of the actual work done by university workers, and a searing critique of the false promises made by current ideologies. A must read for those interested in progressive university reform. * D.W. Livingstone, author of The Education-Jobs Gap *Raewyn Connell’s case for the good university will resonate with the people who do the work to make good education and research happen, who care about the students and their colleagues and know their responsibility to the public who rightly expect so much of our universities. Her good university values the labour of all staff with decent, secure jobs. * Jeannie Rea, National Tertiary Education Union *One victim of Western modernity and corporate ambition is the university. Raewyn Connell convincingly demonstrates what many are sensing and others are ignoring: that knowledge for peace and joy is being overruled by competing knowledges of war and death. * Walter Mignolo, Duke University *Table of ContentsIntroduction 1. Making the Knowledge: Research Being a researcher The work of research The knowledge formation Research and truth 2. Learning and Teaching The work of learning The course being run The work of teaching 3. The Collective Intellectual: University Workers Intellectuals Operations workers Academic workers Sustainability crisis 4. The Global Economy of Knowledge Imperial science Making a world university system Making a worldwide workforce Multiple knowledge formations and Southern theory 5. Privilege Machines The dark side of the university Making advantage happen Breaching the walls Machine limits 6. The University Business The maelstrom What enterprise universities sell The managers Telling lies about universities Maelstrom reconsidered 7. Universities of Hope Histories of invention Contemporaries Struggle and joy: lessons of experience 8. The Good University The choice of futures Criteria for a good university... ...and a good university system Manifestos and visions Taking action

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Book SynopsisProviding a critical look at how it is possible for institutions of higher education to go beyond the institutional constraints that plague the neo-liberal university, the authors of this volume explore the powerful role of transformative university-based research and education.

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Book SynopsisSince 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. Reflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. Featuring authors from around the world, they tell the story of comparative and international education as an academic and professional field and address both the functions and ethics of education across vastly different cultures, communities, organizations, and outcomes. Part A explores comparative education trends and directions, and conceptual and methodological developments. The Annual Review of Comparative and International Education serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other.Table of Contents10 Years of Reflection on the Field of Comparative and International Education: What’s Difference Does it Make?; Alexander W. Wiseman Part 1. Comparative Education Trends and Directions Chapter 1. Introduction to Part 1: Comparative Education Trends and Directions; Alexander W. Wiseman Chapter 2. Trends and Directions in the 2020 Annual Review of Comparative and International Education (ARCIE): A Meta-Analysis; Felipe F. Guimarães and Kyria Rebeca Finardi Chapter 3. International Mobility of Academics: Science Mapping the Existing Knowledge Base; Mustafa Polat and Kürşat Arslan Chapter 4. Dilemma between Internationalization of Higher Education and Japanese Language Education: Outcomes and Issues of the Plan to Accept 300,000 International Students; Yuriko Sato Chapter 5. The Impact of University Education on Regional Development: A Comparative Study of Kenya, Uganda, and Tanzania; Laban P. Ayiro, Samuel Muriithi, and Josephine Munyao Chapter 6. What’s in a Wave? The Content of Neoliberal Education Reforms, 1970-2018; Lisa Overbey Chapter 7. Language and Employability in Higher Education Research: A Scoping Review; Addisalem Tebikew Yallew and Paul Othusitse Dipitso Chapter 8. International Education from Theory to Practice: A Literature Review; Hayley H. Brooks Chapter 9. Adaptation, Decolonisation and Integration: Oceania and Global Trends; Alexandra McCormick and Seuula Johannsonfu Chapter 10. Underwhelmed by Research in Comparative and International Education; David A. Turner Part 2. Conceptual and Methodological Developments Chapter 11. Introduction to Part 2: Conceptual and Methodological Developments; Alexander W. Wiseman Chapter 12. Fieldwork with Depth: Its Implication and Future Directions of Comparative Education Research in Japan; Miki Sugimura Chapter 13. An Inevitable Phenomenon: A Bibliometric Analysis of Shadow Education Research, 1982-2022; Anas Hajar and Mehmet Karakus Chapter 14. Neo-Statism and Comparative Research in Higher Education: Experiences from Hong Kong; Suyan Pan and Joe Tin-yau Lo

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Book SynopsisAdvanced education is often thought to respond to the demands of the economy. Market forces create new occupations, and then universities respond with degrees and curricula tailored to produce graduates with the required skills. Presented here is ground-breaking comparative research on an underappreciated, yet growing, concurrent alternative process: universities and their expanding research capacity create knowledge and skills, legitimated in new degrees that then become monetized and even required in private and public sectors of economies. With far reaching implications for understanding the educational transformation of capitalism and social inequality, the future of professionalization in occupations, persistent expansion of advanced education, and profound change in the culture of work in the 21st Century, the chapters explore sociological implications, possible global impacts, and critiques of the process. Detailed German and U.S. case studies of the university’s origins and influence on workplace consequences of six selected occupations and degrees investigate the dimensions of the academization process. Demonstrating universal application, the cases contrast the more open and less-restrictive education and occupational credentialling system in the U.S. with the centralized and government-controlled system in Germany. This is a much-needed new perspective on the worn-out notions of overeducation, credentialism, professionalism, and supposed unresponsiveness of systems of higher education.Table of ContentsChapter 1. Academization: A New Perspective on Occupations; Manfred Stock, Alexander Mitterle, and David P. Baker Chapter 2. The Academic Roots of Digitalization: How the university shaped work processes in companies; Annemarie Matthies Chapter 3. Educating Entrepreneurs: long path to bloom in German universities; Alexander Mitterle Chapter 4. All Roads Lead to the University: The Academization of Early Childhood Education; Maryellen Schaub, Yuen-Hsien Tseng, and Yuan Chih Fu Chapter 5. Educating from a distance: Early Childhood Pedagogy in Germany – institutional pathways, cognitive values, and current effects in child day care practice; Annett Maiwald Chapter 6. Creating Educational Therapists in Germany: Achieving recognition of the profession through academization; Christoph Schubert Chapter 7. The Academic Origins of the Architectural Engineer: Design and Building as Practice of Theory; David P. Baker Chapter 8. The Expansion of Mathematics as a Discipline and an Occupational Field: Progress in Quantitative Modeling in Different Sectors of Society; Monique Lathan and Manfred Stock

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Book SynopsisSince 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. Reflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. Featuring authors from around the world, they tell the story of comparative and international education as an academic and professional field and address both the functions and ethics of education across vastly different cultures, communities, organizations, and outcomes. Part B explores research-to-practice, area studies and regional development, and diversification of the field. The Annual Review of Comparative and International Education serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other.Table of Contents10 Years of Reflection on the Field of Comparative and International Education: What’s Difference Does it Make?; Alexander W. Wiseman Part 1. Research-to-Practice Chapter 1. Introduction to Part 1: Research-to-Practice; Alexander W. Wiseman Chapter 2. Stakeholder Perspectives on Barriers for Equitable Higher Education Admissions: Cases of Turkey and China; Burcu Erdemir and Qiuxiang Wu Chapter 3. Learning for Sustainability Action Model: Lessons Learnt from Community Living Labs; Chanita Rukspollmuang, Jaratdao Reynolds, and Praphan Chansema Chapter 4. A Comparative Inquiry of Teaching Strategies in New Zealand and Canadian High Schools: A Global Quest for Improved Educational Outcomes for Indigenous Students; Theresa A. Papp Part 2. Area Studies and Regional Developments Chapter 5. Introduction to Part 2: Area Studies and Regional Developments; Alexander W. Wiseman Chapter 6. The Conflict between Centralization and Decentralization of Higher Education: The Case of Educational Development in Japan; Keiichiro Yoshinaga Chapter 7. Inclusive Education as a Challenge for German School Systems. An Analysis on the Example of the Federal State of Schleswig-Holstein; Robert Kruschel Chapter 8. Tracking the Research on the Internationalization of Higher Education in Turkey: A Bibliometric Analysis; Cahit Erdem and Mustafa Polat Chapter 9. Emerging Geopolitical Barriers to the Realization of International Policies for Collaboration in Higher Education and Research: The (Critical) Case of Scandinavia; Agnete Vabø and Evanthia Kalpazidou Schmidt Chapter 10. Education for Securitization and Neoliberalization: A Cultural Political Economy Analysis of Pakistan’s Single National Curriculum; Syed Amir Shah and Tavis D. Jules Part 3. Diversification of the Field Chapter 11. What Happened to Diversification of the Field in Comparative and International Education?; Alexander W. Wiseman

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Book SynopsisThis second collection of perspectives on excessive teacher/faculty entitlement draws together authors from nine countries to address afresh the conundrums' affecting teaching and teacher education through the new lens afforded by the notion of excessive entitlement.

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Book SynopsisThe work of Michael Oakeshott has retained a striking currency in philosophical discourse about education. This is hardly surprising in view of his influence on Paul Hirst and Richard Peters, two philosophers whose work had an enormous impact on educational thinking and practice in the English-speaking world. And, although much of the detail in educational debate may change, the fundamental underlying concerns regarding the conception of the person, the nature of knowledge and the moral life and their expression in educational institutions and activities remain subject of disagreement. In the light of this continuing interest and of Oakeshott''s extensive writing on so many aspects of education, it is timely that a book be published on his thinking on the subject.

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Book SynopsisIf we do not ensure, first and foremost, that our teachers are feeling physically and mentally well, they cannot be their best for their students. Consequently, a school which does not prioritise staff wellbeing is disadvantaging its own students. 'Students first' is a misplaced sentiment: the best thing for students is a happy, healthy, motivated, well-trained, expert staff. By putting staff first you are providing for students the one thing which will help them make good progress in their learning: truly great teaching. Whilst it is easy to say that schools would not exist if it were not for the students, the glib converse is that without truly great school staff, the students would not be taught. What we need – as recruiting subject specialist teachers, school leaders and specialist support staff becomes increasingly difficult – is a revolution in how we treat our school staff. We have to put our staff before our students because it is the only hope we have of securing what our students need most: a world class education. The longer our schools are populated with hypoxic adults, we imperial all our futures. What follows is a blueprint for the school system which puts our school staff before students.

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Book SynopsisGood thinkers are 4P thinkers.The international bestseller, Become A Better Thinker, focuses on ways of improving the 4Ps. Positivity for better attention to a task Pattern seeking for identifying key elements Probing for asking yourself helpful questions Picturing for summarising key words and their connections Become a Better Thinker contains examples, strategies, and tests for improving the 4Ps. Aiming to examine, support and improve the creative and critical thinking skills of teachers and their students in order to help all learners think better in our rapidly evolving world.Revised and updated, this book is now in its fourth edition.

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Book SynopsisStudent Teaming: You Got This! is a survival guide for teachers ready to take on the challenge of implementing student teams in their classroom.The most important gift teachers and school administrators can give students is to prepare them to be autonomous, fully accountable problem solvers – people who are adept at collaborating with others, who can think critically and creatively, and who are able to manage their projects efficiently with minimal oversight from supervisors. Implementing student teams in the classroom is the single most effective method of developing these skills – but it can also be one of the most challenging.Student Teaming: You Got This! is a survival guide for teachers ready to take on that challenge. It is meant to be used as you need it – for quick-and-dirty on-the-spot help with student teaming. Mark it up, fill it with sticky notes, and flip through to the sections relevant to your lesson, your day, or your hour.Teachers sometimes struggle with releasing ownership of learning to students because often ownership was never released to them. Through self-reflection questions, specific advice, and practical instruction, this guide gives every educator – those new to teaming, the familiar practitioners, and everyone in-between – the confidence to say I’ve got it

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Book SynopsisThis book provides a thorough application of theoretical ideas from Deleuze and Guattari to a series of examples drawn from contemporary film and new media arts. Chapters demonstrate examples of how to do schizoanalysis in philosophically informed cinema studies, new media, and arts based education. Schizoanalysis, as proposed by Deleuze and Guattari in distinction to Lacanian psychoanalysis, provides an imaginary basis to address the precarity of the contemporary world order: from the growing populism with its authoritarian fascist tendencies to the growing concerns regarding climate change within the Anthropocene. Part I of this book initiates this understanding through cinematic examples. Part II calls for a schizoanalytic pedagogical imagination, which is needed to provide insight into the structures of desire as they circulate in media, especially videogames, and the tensions between analogue and digital technological manifestations. Such pedagogy enables an understanding of the ‘new materialism’ where nonhuman and inhuman (AI) agencies are taken into account. To this end schizoanalytic pedagogy calls for a ‘new earth’ of transformed values and relationships. Table of Contents1. Introduction: Schizoanalytic Ventures2. Schizo Times in Cinematic Thought3. Repeating The Butterfly Effect: Schizo Endings4. Migrant Subjectivity and Territory Rethought5. The Schizos of Broken Circle Breakdown6. Dreamland Welcomes You: The Last Resort7.The Batman Trilogy: An Ethics of Evil, the Law, and the Rise of Trump's Fascism in the United States8. The Prosthetics of Video Games9. Between War and Edutainment10. Explorations of the Analog-Digital in Relation to the Event of the Artistic Process11. Artistic Speculations and Pedagogical Challenges: Facing the Anthropocene

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Book SynopsisThis book opens an original and timely perspective on why it is we teach and want to pass on our world to the new generation. Teaching is presented in this book as a way of being, rather than as a matter of expertise, which is driven by love for a subject matter. With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about. Therefore, the authors develop the idea of a thing-centred pedagogy, as opposed to both teacher-centred and student-centred approaches. The authors furthermore illustrate their purely educational account of teaching by looking at the writing and the television performance of Leonard Bernstein who embodies what teaching out of love and care for a subject is all about. This book is of interest to all those concerned with fundamental and philosophical questions about education and to those interested in (music) education. Table of Contents1. Introduction.- 2. Education for education’s sake, The idea of a thing-centred pedagogy.- 3. The event, the messianic and the affirmation of life.- 4. Educational equality and the universal excess of teaching.- 5. Immanence and transcendence in education.- 6. Towards immanence in education. From emancipation to responsibility.- 7. Towards immanence in education. From expertise to ethos.- 8. Leonard Bernstein as an educator. Teaching out of love for the world.- 9. Leonard Bernstein as an educationalist. Sharing the love for something worth the effort.- 10. Love and hate for the world. The educational and its relationship with the political.

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Book SynopsisThis is the first-ever book to offer an analytical study of John Holt’s philosophy of education. It provides a clear analysis and critical evaluation of the key themes in his work, considers the main objections to his views, and discusses their relation to the contemporary homeschooling movement. The book examines Holt’s critique of compulsory education and his account of the relationships between learning, freedom, intelligence and character. It argues that Holt’s works contain a philosophically rich critique of instrumentalism in education, and thus continue to represent a significant challenge to many mainstream views on education today. Given its scope, the book will be of interest to anyone who wants to understand Holt’s work and influence as a critic of compulsory schooling; educators and education students; philosophers of education; and those seeking a better grasp of the ideas behind unschooling and homeschooling.Table of Contents1. Introduction.- 2. Theorist or Anti-theorist?.- 3. Intelligence and Knowledge.- 4. Freedom and autonomy.- 5. Meaningful activity and authenticity.- 6. The ethics of education.

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Book SynopsisThis book presents thinking about and through transdisciplinary and professional development as an educative process. Rather than focusing on the delineation of the approaches offered, an analysis of these contributions points to commonality in those problems that benefit from a transdisciplinary perspective. The core elements of transdisciplinarity can lead to what might be called metanoia - another way of knowing; a knowing which is ‘beyond that which is creative and transformative. This poses challenges for the practice of all professionals and is the core issue that this book addresses. The book brings together the constituting views of transdisciplinarity, or metanoia, and focus them on current professional practice.​ The book is structured in two parts and five sections. The first part deals with key issues in Transdisciplinarity; its actuality and how it creates knowledge. Section 1 has three original papers which look at Transdisciplinarity from a different lens. Especially, the Islamic voice has not been heard in this context before. Section 2 considers the knowledge aspect of Transdisciplinarity and how this might be confronted with existing disciplinary knowledge. Part 2 of the book is directly focused on professionals and their education. The third section considers research pedagogy and graduate education for the professional. This is followed in section 4 which offers a discussion on team work. In the final section six chapters present the transdisciplinary practitioner in different contexts. Table of ContentsForeword.- About the Authors.- Introduction, Paul Gibbs, Middlesex University, UK.- SECTION ONE.- Transdisciplinary Knowledge Creation, Sue McGregor, Mount Saint Vincent University, Halifax, Nova Scotia.- Changing and sustaining transdisciplinary practice through research partnerships.- Tamara Cumming and Sandie Wong Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia.- Transdisciplinary Problems: the Teams addressing them and their support through Team Coaching, Ron Collins, IBM Global Business Services and Annette Fillery-Travis, Middlesex University.- Transdisciplinarity and Nursing Education: Expanding Nursing’s Professional Identity and Potential, Sarah Wall University of Alberta, Canada.- Interprofessional education and collaborative practice in health and social care: The need for transdisciplinary mindsets, instruments and mechanisms, Andre Vyt, University College Arteveldehogeschool, Ghent University, Belgium.- Transdisciplinarity Learning in Professional Practice , Raymond Yeung Hong Kong.- SECTION TWO.- Integrating Transdisciplinarity and Translational Concepts and Methods into Graduate Education, Linda Neuhauser, University of California, Berkeley, USA and Christian Pohl, Swiss Academies of Arts and Sciences.- Transdisciplinarity and Educational Knowledge in ‘Work Based Learning’ , Carol Costley, Middlesex University, UK.- What's actually new about transdisciplinarity? Or how scholars from applied studies can benefit from cross-disciplinary learning processes on transdisciplinarity, Marianne Penker and Andreas Muhar, University of Natural Resources and Life Sciences, Vienna, Austria.- SECTION THREE.- Transdisciplinarity as epistemology, ontology or principles of practical judgement, Paul Gibbs Middlesex University, UK.- Transdisciplinarity as Translation, Kate Maguire, Middlesex University, UK.- The emergence of the collective mind, Valerie A. Brown and John A. Harris Fenner School of Environment and Society, Australian National University.- Coda locating the book in time and complexity , Paul Gibbs, Middlesex University.

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Book SynopsisDer Band befasst sich mit pädagogischen Konzepten der Holocaust Education, die aufgrund gesellschaftlicher Veränderungen einem Wandel unterworfen sind. Historische Orte werden um- und neu gestaltet sowie Geschichte an die Medienvorlieben der Lernenden angepasst. Solchermaßen soll eine nachhaltige Auseinandersetzung mit dem Themenfeld Holocaust und NS-Verbrechen initiiert werden. Im 21. Jahrhundert sind die Fragen nach dem Warum, Wie und Wo von Holocaust Education neu zu stellen und vorliegender Band bietet Antworten darauf.Trade Review“... Der überaus empfehlenswerte Sammelband zeichnet sich ganz besonders durch seine thematische Bandbreite aus, die auch Spezialinteressen und gesellschaftliche Veränderungen der Gegenwart angemessen berücksichtigt.” (Lesen in Tirol, lesen.tibs.at, 2. Dezember 2022)Table of ContentsIncorporating Campus-Based Cultural resources into the Humanties Curriculum.- Das Konzept der ‘NS-Volksgemeinschaft’: ein Schlüssel zum historischen Lernen und Gegenentwurf zur Holocaust Education.- Holocaust Education in Catalonia.- Holocaust-Didaktik in Bulgarien.- Digitizing Willi Graf of the White Rose: A Role Model for the Millennials.- Was bedeutet Teilhabe in inklusiven Settings in NS-Gedenkstätten?

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Book SynopsisYoung people in processes of justice, reconciliation and peacebuilding

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Book SynopsisThis book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children’s academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child’s motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a research method for re-theorising play as a pedagogical activity. Whenever a cultural-historical approach is applied to understanding pedagogical play, the whole context of the playful event is always included. Further, the child’s cultural environment is taken into account in order to better understand their play. Children from different countries play differently for many reasons, which may include their resources, local cultural beliefs about play and specific pedagogical practices. The inclusion and acknowledgement of social, cultural and historical contexts gives credence and value to understanding play from both child and adult perspectives, which the authors believe is important for the child’s learning and development. As such, the relationships that children and adults have with human and non-human others, as well as any connections with artefacts and the material environment, are included in all considerations of pedagogical play.Table of ContentsForeword.- Chapter 1 Introduction.- Chapter 2 Re-theorising Play as Pedagogical.- Chapter 3 Examining Play from the Child's Perspective.- Chapter 4 Sustained Shared Thinking in Pedagogical Play.- Chapter 5 Dimensions of Play Activity.- Chapter 6 Play Affordances across Institutional Contexts.- Chapter 7 Imagination in Play: Space and Artefacts.- Chapter 8 In the Everyday Moments of Play.- Chapter 9 Recognising Cultural Influences in Play.- Chapter 10 Contemporary Interpretations of Pedagogical Play.

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Book SynopsisThis book provides a practical philosophy for promoting students' sophisticated thinking from Early Childhood to PhD in ways that explicitly interconnect across the years of education. It will help teachers, academics and the broader learning and teaching community to understand and implement these connections by introducing a conceptual framework, the Models of Engaged Learning and Teaching (MELT). By covering the nature, philosophy, practice and implications of MELT for teachers and students alike, the book will help teachers to facilitate students’ awareness of, and increasing responsibility for, the thinking demanded by subject and discipline-specific learning as well as interdisciplinary learning, whether face to face, online or in blended modes. The book will also provide educators with ways to effectively engage with complex, and sometimes conflicting, contemporary educational concepts, and with a diverse variety of colleagues involved in the learning and teaching enterprise.The book provides guidance that allows curriculum improvement, teacher action research and larger-scale research to be reported on from a common perspective, bridging the gap between those readers focused on research and those focused on teaching. The book shares valuable insights and ways of addressing the contemporary issue of discipline-based learning versus transdisciplinary learning, reducing the dichotomy and enabling the two approaches to complement each other.This is an Open Access book.Table of Contents1 What is our purpose?.- 2 What do we need?.- 3 How do we arrange?.- 4 What do we trust?.- 5 What does it mean?.- 6 How do we relate?.- 7 How much guidance?.

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Book SynopsisThis open access book is the first of a two-volume series focusing on how people are being enabled or constrained to live well in today’s world, and how to bring into reality a world worth living in for all. The chapters offer unique narratives drawing on the perspectives of diverse groups such as: asylum-seeking and refugee youth in Australia, Finland, Norway and Scotland; young climate activists in Finland; Australian Aboriginal students, parents and community members; families of children who tube feed in Australia; and international research students in Sweden. The chapters reveal not just that different groups have different ideas about a world worth living in, but also show that, through their collaborative research initiative, the authors and their research participants were bringing worlds like these into being. The volume extends an invitation to readers and researchers in education and the social sciences to consider ways to foster education that realises transformed selves and transformed worlds: the good for each person, the good for humankind, and the good for the community of life on the planet. The book also includes theoretical chapters providing the background and rationale behind the notion of education as initiating people into ‘living well in a world worth living in'. An introductory chapter discusses the origins of the concept and the phrase.Table of ContentsSearching for worlds worth living in.- Education for living well in a world worth living in.- Why listen? Student voice work defended: Students as ‘expert witnesses’ to their experiences in schools and other sites of learning.- The heart of the small rural village school: Roots and wings, solidarity and autonomy.- Leading for love, life, wisdom, and voice in Steiner schools: Constraints and conditions of possibility.- The sand through my fingers: Finding Aboriginal cultural voice, identity and agency on country.- Leading by listening: Why Aboriginal voices matter in creating a world worth living in.- Practices and experiences in educational researcher training: Reflections from research students exploring the theme, living well in a world worth living in, during the COVID-19 pandemic.- Partnering for Hope: Agentic narrative practices shaping a world worth living in.- Keeping each other safe: Young refugees’ navigation towards a good life in Finland, Norway, and Scotland.- The kitchen is my favrote place in the house”: A world worth living in for children with feeding difficulties and their families.- Facing the climate crisis, acting together: Young climate activists on building sustainable future.- Finding worlds worth living in.

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Book SynopsisProvide quality curriculum-linked outdoor education in sustainability and climate change for pupils aged 7-11 with the authors of the bestselling National Curriculum Outdoors series.Designed to bring contemporary issues to life, this book contains everything you need to embed sustainability and climate change into your science curriculum, including key subject knowledge, case studies and a complete set of progressions for Key Stage 2. The detailed lesson plans are based around outdoor activities and are all in line with the Science National Curriculum. The book covers the following:- essential curriculum concepts- how to teach species identification- how to encourage pupils to care for the natural world- full curriculum-aligned lesson plans of outdoor activities, crafted to engage children in their local and global environments- ways to progress pupil''s learning through leadership, both in a model science curriculum and through the reformat

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisCelebrates the 25th anniversary of James Banks' Multicultural Education Series published by Teachers College Press - a series consisting of more than 70 published books with many more in the pipeline. This commemorative volume features engaging, incisive, and timely selections from the bestselling and most influential books in the series.

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Book SynopsisA critique of what lies behind the use of data in contemporary education policy While the science fiction tales of artificial intelligence eclipsing humanity are still very much fantasies, in Algorithms of Education the authors tell real stories of how algorithms and machines are transforming education governance, providing a fascinating discussion and critique of data and its role in education policy.Algorithms of Education explores how, for policy makers, today’s ever-growing amount of data creates the illusion of greater control over the educational futures of students and the work of school leaders and teachers. In fact, the increased datafication of education, the authors argue, offers less and less control, as algorithms and artificial intelligence further abstract the educational experience and distance policy makers from teaching and learning. Focusing on the changing conditions for education policy and governance, Algorithms of Education proposes that schools and governments are increasingly turning to “synthetic governance”—a governance where what is human and machine becomes less clear—as a strategy for optimizing education.Exploring case studies of data infrastructures, facial recognition, and the growing use of data science in education, Algorithms of Education draws on a wide variety of fields—from critical theory and media studies to science and technology studies and education policy studies—mapping the political and methodological directions for engaging with datafication and artificial intelligence in education governance. According to the authors, we must go beyond the debates that separate humans and machines in order to develop new strategies for, and a new politics of, education.Trade Review"Algorithms of Education is an essential guide to the possibilities and political implications of artificial intelligence in education policy and governance. Working with ambitious concepts and innovative methods, the authors provocatively ask how education can be governed when policies are implemented by humans and automated machines that think and make decisions together."—Ben Williamson, University of EdinburghTable of ContentsIntroduction. Synthetic Governance: Algorithms in Education1. Governing: Networks, Artificial Intelligence, and Anticipation2. Thought: Acceleration, Automated Thinking, and Uncertainty3. Problems: Concept Work, Ethnography, and Policy Mobility4. Infrastructure: Interoperability, Datafication, and Extrastatecraft5. Patterns: Facial Recognition and the Human in the Loop6. Automation: Data Science, Optimization, and New Values7. Synthetic Politics: Responding to Algorithms in EducationAcknowledgmentsNotesIndex

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