Philosophy and theory of education Books
Creative Media Partners, LLC EducaciÃ3n De Los Sentidos...
£23.70
Creative Media Partners, LLC The Modern Polytechnic School
£13.22
Creative Media Partners, LLC EducaciÃ3n De Los Sentidos...
£13.95
Creative Media Partners, LLC Scientific Dialogues Intended for the Instruction and Entertainment of Young People
£17.95
Creative Media Partners, LLC Scientific Dialogues Intended for the Instruction and Entertainment of Young People
£15.95
Creative Media Partners, LLC On the Scope Nature of University Education
£25.60
Creative Media Partners, LLC On the Scope Nature of University Education
£18.95
Creative Media Partners, LLC Course of Study in Pedagogics
£21.80
Creative Media Partners, LLC Course of Study in Pedagogics
£13.22
Creative Media Partners, LLC A Catechism of Catholic Education
£14.96
Creative Media Partners, LLC School Education
£19.90
Creative Media Partners, LLC School Education
£28.45
Creative Media Partners, LLC An Adventure With Children
£25.60
Creative Media Partners, LLC An Adventure With Children
£17.95
Creative Media Partners, LLC Pedagogically Speaking
£23.70
Amazon Digital Services LLC - Kdp A Grammar Curriculum for Waldorf Primary Schools
£10.76
FriesenPress Connections Academics and Purpose
£16.62
FriesenPress Connections Academics and Purpose
£25.19
Rbkcl Publishing Ltd. Eagle Eye of Bugwere
£12.77
Damian McBeath Health and Education in a Digital World
£12.34
Independently Published El Pintor Autodidacta 1
£11.52
Tcr Books How to OptOut of the Technocratic State
£11.70
Iskra Books Encountering Education
£12.63
Dr. Gwendolyn Lovelace Watson The Beginning of the End the Downfall of Public Education
£16.99
Independently Published Pensar E Ser
£10.16
Lulu.com Future Of Chinese Society
£23.74
Lulu.com Spirit
£56.96
Lulu.com Atheism Nobiasity Religion 2.0
£22.46
Lulu.com 2024
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Lulu.com The Life of Meaning
£13.27
Bloomsbury Publishing PLC Hannah Arendt on Educational Thinking and Practice in Dark Times
Book SynopsisIn her renowned and provocative essay, The Crisis in Education, Hannah Arendt observed that a crisis becomes a disaster only when we respond to it with preformed judgements, that is, with prejudices'. Taken as a whole, Arendt's work provides an enduring provocation to think and to make judgements about education and the issues that impact on it, such as political, economic and cultural disruption and uncertainty. Drawing together the leading thinkers on Arendtian ideas and education, this collection explores the role and promise education can have in preparing the future generation to understand, to think about and to act within the world. Concluding the same essay on the crisis in education, Arendt declared education to be the point at which love for the world meets love for those who are newcomers to it. The authors respond to Arendt's call for responsibility and authority in education, providing a leading edge thinking, analysis and agenda setting for public education systemsTrade ReviewThis compelling collection will be of interest to anyone seeking alternative perspectives on education to those which currently dominate. Each essay demands thoughtfulness in the process of reading, and subsequently, our research and practice, in order to enact our natality on the world. * Educational Review *An outstanding collection of essays that puts Hannah Arendt into conversation with pressing educational issues – from today’s global refugee crisis as it pertains to the rise of populist movements and renationalization trends to putting the public back in public education. A must read. * Hannah Spector, Associate Professor of Education, Pennsylvania State University, USA *Many enduring lessons are on offer in this volume, which advances Arendtian scholarship as well as educational thought, and itself embodies the thoughtful research it calls out for. * Phenomenological Reviews *The threads of the book are stitched together well by the editors in a concluding chapter, which makes important the notion of action as well as thoughtful research. This is a truly heroic effort. * The British Journal of Sociology of Education *Table of ContentsIntroduction: Hannah Arendt and the Promise of Education in Dark Times, Wayne Veck (University of Winchester, UK) and Helen M. Gunter (University of Manchester, UK) Part I: The Promise of Education 1. Public Education: The Challenge of Educational Authority in a World Without Authority, Roger Berkowitz (Bard College, USA) 2. Thinking with Arendt: Education and Temporality, Faisal Baluch (College of the Holy Cross in Massachusetts, USA) 3. Education in and for a World of Difference, Jon Nixon (University of Hong Kong, Hong Kong) Part II: Education and Crisis 4. Identity as Other and the Promise of the Narrative Imagination: An Arendtian Vision for Educational Theorising, Jo Dillabough (University of Cambridge, UK) 5. The Politics of Education Policy, Helen M. Gunter (University of Manchester, UK) 6. Hannah Arendt, Education and the Refugee Crisis: Natality, Compensatory Schooling and Assimilation, Wayne Veck (University of Winchester, UK) Part III: Education for Love of the World 7. Hannah Arendt and Holocaust Education, Marie Morgan (University of Winchester, UK) 8. Can You Learn Democracy in a Classroom? John Dewey and Hannah Arendt on the “Paradox of Size”, Aaron Schutz (University of Wisconsin-Milwaukee, USA) 9. Thinking in Dark Times: Learning to Repair and Renew Our Common World, Eduardo Duarte (Hofstra University, USA) Conclusion: The Promise of Education Revisited, Wayne Veck (University of Winchester, UK) and Helen M. Gunter (University of Manchester, UK) References Index
£110.00
Bloomsbury Publishing PLC On Critical Pedagogy
Book SynopsisAlongside Paulo Freire, Henry A. Giroux is widely considered to be the founding father of critical pedagogy. This classic work represents his best writing on critical pedagogy spanning the past 40 years. The 2nd edition includes four new chapters covering the rise of fascist culture in America and across the globe and the dictatorship of ignorance in the age of Trump and post-truth. This impassioned work opens by discussing critical pedagogy in schools before extending the notion to the educational force of culture, politics, and society. Giroux analyses the increasingly empirical orientation of teaching, focusing on the culture of positivism and examines some of the major economic, social, and political forces undermining the promise of democratic schooling in both public and higher education. He argues against the tendency by both right wing and neo-liberal interests to reduce schooling to training, and students merely to customers. He points to the increasing attack on pubic and hTrade ReviewIt is impossible to do justice to Giroux’s tremendous work … Take hold of the book, feel the weight of its historical reckoning in your hands … then venture into the depths of the human condition and the need for an educated escape. * Journal for Critical Education Policy Studies *Highly recommended for all pedagogues who are keen to counter the negativities of neoliberal ideologies in educational sites and practices by guiding their students towards criticality and alterative futures. * Sadia Habib, Goldsmiths University, UK (of the first edition) *[Giroux] is one of the foremost scholars of critical pedagogy. * Angelo Letizia, Notre Dame University of Maryland, USA *Represents a re-articulation of the work of a prolific writer who has argued the case for critical pedagogy since the 1970s. * Gary Clemitshaw, University of Sheffield, UK (of the first edition) *In the midst of growing authoritarianism worldwide, Giroux’s On Critical Pedagogy, pushes fiercely against the encrusted walls of a hegemonic culture of education that brutally imprisons the minds, bodies, and hearts of students, at all levels of the educational enterprise. Utilizing the language of critique, he eloquently counters efforts to undermine critical pedagogy and, in so doing, powerfully reinscribes the fundamental significance of education to any democratic vision of schooling and society. * ANTONIA DARDER, Leavey Endowed Chair of Ethics and Moral Leadership, Loyola Marymount University, USA *Table of ContentsIntroduction Part I: Pedagogy as Cultural Politics 1. Schooling and the Culture of Positivism: Notes on the Death of History 2. Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci 3. The Promise of Critical Pedagogy in the Age of Globalization: Towards a Pedagogy of Democratization Part II: Critical Pedagogy and the Politics of Youth 4. No Bailouts for Youth: Education and Pedagogy in an Era of Disposability 5. Higher Education and the Politics and Pedagogy of Educated Hope Part III: Neoliberalism, Public Pedagogy, and the Legacy of Paulo Freire 6. Neoliberalism and the Politics of Public Pedagogy 7. Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy Part IV: Critical Pedagogy Against the Plague of Fascism 8. Rethinking Critical Pedagogy in the Post-Truth Age 9. Critical Pedagogy in Dark Times 10. Let's Shut Down the Authoritarian Machine 11. Interview: Life in Zones of Social Abandonment, Henry Giroux and Brad Evans References Index
£21.84
Bloomsbury Publishing PLC Experiments in Decolonizing the University
Book SynopsisThe book addresses the need to reconsider the relation between university and society, a debate that has been going on from the Middle Ages to Kant, Humboldt, Newman, and beyond. Hans Schildermans builds on the philosophy and theory of higher education, drawing on the work of John Dewey, Donna Haraway, William James, Bruno Latour, Martin Savransky, Isabelle Stengers and Alfred North Whitehead. In relation to the study practices of the Palestinian experimental university Campus in Camps', he develops the concept of an ecology of study to approach the relation between university and society from a new angle. The book avoids the two positions that are traditionally defended, namely the idea of the autonomous university where research and teaching are performed in freedom and solitude' on the one hand, and the capitalized university that produces useful knowledge on the other hand. Schildermans emphasizes the importance of study practices as a site of resistance against current neoliberal Trade ReviewThe book’s strength is its use of philosophy of science to rethink what is one of the largest failed institutions of our times ... [T]his book is a fascinating and useful read for anyone seriously interested in decolonizing the university, particularly from a philosophical and/or practice perspective. * Journal of Palestine Studies *The contemporary university is in ruins. Any probable future seems bleak. Yet by asking us to pay attention to the ecologies of study of those who have learned how to learn anew amidst the ruins, Schildermans' wonderfully speculative book renders us alive to the possibility of composing the University otherwise in spite of all! * Martin Savransky, Senior Lecturer in the Department of Sociology, Goldsmiths, University of London, UK *Experiments come alive through practices, and practices are made into a pedagogy of study through resistance, reclaiming and relay. This is the proposition that orients Hans Schildermans' Experiments in Decolonizing the University, a committed process philosophical approach to modes of study that are decolonial in their call for other ways of living and learning. Reclaiming the university as an ecology of study, Schildermans' spirited call to “stay with the trouble” asks that we imagine “another mode of inhabiting,” surpassing the limits of the current university in ruins. * Erin Manning, Professor in the Faculty of Fine Arts, Concordia University, Canada *Universities in ruins, students in debts, classes on Zoom, precariousness across the board: there is much to lament in today’s academic institutions. And yet, beyond victimization and normalization, beyond ideas and administration, there is much to rejoice in the common practices of study that are constantly reinvented against all odds. From Bologna in the Middle Ages to present-day Palestine, from the undercommons of US campuses to the Improvised Educational Devices of refugee camps, Hans Schildermans relays and reassembles Whitehead, Stengers, Haraway, Harney and Moten, methodically to sketch out a multisecular survey of our collective intelligence, providing us with a most useful toolkit and a most precious roadmap towards an ecology of study that is always already there, always to be reclaimed. Clear and succinct, pragmatic and reflexive, rigorous and inventive, free of polemics as well as of complaints, hitting a perfect balance between principles and examples, this most generous and welcoming book blows an inspiring breath of fresh air on all those of us who feel locked-down in the colonization of the university. * Yves Citton, Professor in Literature and Media, University Paris 8, France, and co-editor of Journal Multitudes *The University is in ruins; long live the University! Let’s make it a place of study, of experimentation in the art of living together, of careful invention, of collective renewal. For all who would join in reclaiming the University for the future, Hans Schildermans is a generous and inspiring guide. * Tim Ingold, Professor Emeritus of Social Anthropology, University of Aberdeen, UK *Mobilizing practice, study, and ecology as its key concepts, Hans Schildermans’ book experiments with new possibilities of the university as an ecology of study practice beyond the grips of capitalism and idealism. It is a magical “zigzag movement” in movement and a beautiful story in re-telling. * Weili Zhao, Assistant Professor, The Chinese University of Hong Kong, Hong Kong *Table of ContentsPreface and Acknowledgments 1. Introduction: Inhabiting the Ruins of Excellence Part 1 Inside the Studiers’ Workshop: The Invention of the University and the Challenge of the Sciences 2. The University in the Middle Ages: On the Invention of a New Use of Reason 3. How to Learn Something New?: The Place of Scientific Practices at the University Part 2 Campus in Camps: An Experimental University in a Palestinian Refugee Camp 4. Beyond Victimization and Normalization: On Questioning Situations and Studiers’ Obligations 5. Becoming Response-Able: Inquiring into the Requirements of a Practice of Study Part 3 A Home of Adventures: Whitehead’s Account of the University and its Relation to the Future 6. The Studiers’ Constraint: Whiteheadian Adventures and Matters of Study 7. Making Other Futures Possible: Toward a Pedagogy of Study Practices Notes Bibliography Index
£100.00
Bloomsbury Publishing PLC Everyday Acts of Design
Book SynopsisZoy Anastassakis is a designer and anthropologist. She is Associate Professor at Escola Superior de Desenho Industrial (ESDI) in Rio de Janeiro, Brazil, where she coordinates the research group Laboratorio de Design e Antropologia (Design and Anthropology Laboratory), and was Director from 2016 to 2018. In 2018, she was invited as a guest researcher in the Department of Anthropology at the University of Aberdeen, Scotland. Since 2019, she has been an associate researcher at the Centre for Research in Anthropology (CRIA) in Lisbon, Portugal.Marcos Martins is a designer and Associate Professor at Escola Superior de Desenho Industrial (ESDI) in Rio de Janeiro, Brazil, where he was Deputy Director from 2016 to 2018. His work as a designer ranges across several fields, and his research seeks to open design to intersections with other domains such as art, film, philosophy, psychoanalysis and education. Since his post-doctoral research at Princeton University, USA in Trade ReviewZoy Anastassakis and Marcos Martins take us on a personal journey through the challenges of leadership, management and teaching in a design school during times of uncertainty, precariousness and government neglect in Brazil. Weaving together stories of everyday experiences demonstrating at once alternative ways of thinking design acts, the resilience of educators and students, and the bonds that are developed when a situation and a state is on the brink of collapse, this book is an urgent read for all design students and educators. -- Dana Abdullah, University of the Arts London, UKIn this account of a present intensively lived, Anastassakis and Martins reveal the individual struggles and collective actions of ESDI’s prodigious community of precarious lives. Reimagining the first and foremost design education institution in Brazil, Latin America and the Portuguese language demanded shuffling functions, challenging privileges and questioning conventions. But also claiming resistance, vulnerability, care, interdependence, coexistence and solidarity as essential terms of a design lexicon they generously share with us in this momentous book. -- Frederico Duarte, University of Lisbon, PortugalHope is perhaps the element to be harnessed in a time that insists on oppressing and in which different ways of doing things are designed to circumvent the investments of domination. In these margins, scribbling is the act of imprinting life, whether it be to inscribe battles and continuity, or to strike through the logics that paint a world obsessed with a single, exclusive method. Education, when it becomes an inventive and radical stroke of life, affirms itself as an ordinary task, as everyday acts that give other contours to the margins. -- Luiz Rufino, Rio de Janeiro State University, BrazilTable of ContentsList of Figures Foreword, Timothy Ingold (University of Aberdeen, UK) Acknowledgements Historical Background Map and ESDI Ground Plan Introduction 1. Landing 2. Curriculum 3. A Land-slipping panic 4. Drawing Together 5. Crisis 6. Design Research 7. Impasses and Correspondences 8. How do you get to the university? 9. Walking barefoot Bibliography Index
£50.00
Bloomsbury USA 3pl Wonder and Education
Book SynopsisAnders Schinkel is Associate Professor of Philosophy of Education at Vrije Universiteit Amsterdam, Netherlands.Trade ReviewAn important and foundational counterattack or antidote to ... intellectual and spiritual sleepiness ... [Schinkel] has done a remarkable scholarly job, helping us to see in depth the many aspects and dimensions of contemplative wonder and connecting these insights to education. * Philosophy and Theory in Higher Education *Table of ContentsPreface Acknowledgements Series Editor’s Foreword Introduction 1. What Is (It Like to Experience) Wonder? 2. Wonder and the World 3. Wonder and the Aim of Education 4. Wonder and Moral Education 5. Wonder and Political Education 6. Concluding Chapter: Implications for Policy and Practice Bibliography Index
£35.38
Bloomsbury Publishing PLC Deweyan Transactionalism in Education
Book SynopsisPhilosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the individual and sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as mind versus body, self versus society, and organism versus environment, as well as an equally vast array of binaries, such as inside-outside, presence-absence, and male-female. They introduce the key critical ideas that transactionalism represents including emergence; living in a world without a within; the temporally and extensionally distributed nature of meaning, mind, and self. The use and elaboration of transactionalism is grounded in philosophicalTrade ReviewA milestone in the advance of transactionalist studies which explicates, develops and applies Dewey’s most important work through a series of sophisticated theoretical and empirically rich studies. * Chris Shilling, Professor, University of Kent, UK *Garrison, Öhman, and Östman offer a remarkable book on John Dewey’s transactionalism. Not only does this work highlight Dewey’s last book, On Knowing and the Known, with Arthur Bentley, it demonstrates the functional utility of philosophy applied to schooling. This outstanding addition to Dewey scholarship is a must-read book for anyone interested in moving ‘schooling’ away from mere training and toward engagement, enactment, and growth. * Deron Boyles, Distinguished University Professor, Georgia State University and Past-President, John Dewey Society, USA *Deweyan Transactionalism in Education is an amazing example of what the editors call “applied philosophy”. Mobilizing Dewey’s notion of transaction and applying it to multiple educational contexts, the authors design an epistemological framework which grounds a transactional understanding of educational processes and practices, according to a sustainable perspective. * Maura Striano, University of Naples Federico II, Italy *Table of ContentsList of Illustrations Notes on Contributors Acknowledgements 1. Introduction, Jim Garrison (Virginia Tech, USA),Leif Östman (Uppsala University, Sweden) and Johan Öhman (Örebro University, Sweden) 2. Philosophers’ Problems: Transaction in Philosophy and Life, Frank X. Ryan (Kent State University, USA) 3. Transactional Perspectivalism: The Emergence of Language, Minds, Selves and Temporal Sequence, Jim Garrison (Virginia Tech, USA) 4. Transactional Systems of Exploration and Learning: The Okeanos Explorer,William J. Clancey (Florida Institute for Human & Machine Cognition, USA) 5. Democracy, Education, and Transaction: The Importance of Play in Dewey’s Thought, Andrea Fiore (Pontifical Salesian University, Italy) 6. Applications of Transactional Methodologies for Analyses of Teaching and Learning Processes, Pernilla Andersson (Uppsala University and Stockholm University, Sweden) and Johan Öhman (Örebro University, Sweden) 7.Analyzing Teachers’ Functional Coordination of Teaching Habits in the Encounter with Policy Reforms, Malena Lidar (Uppsala University, Sweden) and Eva Lundqvist (Uppsala University, Sweden) 8. Learning Through Encounters with the Physical Environment, Susanne Klaar (University of Borås, Sweden) and Johan Öhman (Örebro University, Sweden) 9. The Dramaturgy of Facilitating Learning Processes: A Transactional Theory and Analytical Approach, Katrien Van Poeck (Ghent University, Belgium) and Leif Östman (Uppsala University, Sweden) 10. Transactants in Action: Examples from a Craft Remake School Project, Hanna Hofverberg (Malmö University, Sweden) 11. Sensing Together: Transaction in Handicraft Education, Joacim Andersson (Örebro University, Sweden) and Jonas Risberg (Uppsala University, Sweden) 12.The Museum as Transactional Exploration, Petra Hansson (University of Oslo, Norway) and Johan Öhman (Örebro University, Sweden) 13. Aesthetic Expression and Artistic Creation: A Transactional Analysis of Learning in Computer Programming, Michael Håkansson (Stockholm University, Sweden), LennartRolandsson (Uppsala University, Sweden) and Leif Östman (Uppsala University, Sweden) 14. A Transactional Perspective on Ethics and Morals, Louise Sund (Örebro University and Mälardalen University, Sweden) and Johan Öhman (Örebro University, Sweden) 15. Transactional Analyses of the Entanglement of the Aesthetical, Moral and Political in Learning Processes, Michael Håkansson (Stockholm University, Sweden) and Leif Östman (Uppsala University, Sweden) 16. Links Between Pandemics, Politics, and People,Ninitha Maivorsdotter (University of Skövde, Sweden) and Joacim Andersson (Örebro University, Sweden) References Index
£95.00
Bloomsbury Academic The Bloomsbury Handbook of Theories in Childhood Studies
Book SynopsisSARADA BALAGOPALAN is Associate Professor of Childhood Studies at Rutgers University, USA.JOHN WALL is Professor and Chair of Philosophy and Religion with Joint Appointment in the Department of Childhood Studies, and Director of the Childism Institute at Rutgers University, USA.KAREN WELLS is Professor of International Development and Childhood Studies and the Director of the Birkbeck Institute for Social Research at Birkbeck, University of London, UK.
£50.40
Bloomsbury Publishing PLC New Materialisms and Embodied Encounters in Education
Book SynopsisThis open access book develops a theory of vital curiosity as a transdisciplinary force that activates ecological flows of connection across pedagogical spaces, disciplinary bodies, curricular structures, and institutional ontologies. Educational approaches and values are currently being rethought in light of global economic and environmental crises, posing fundamental questions about desire, access, responsibility, ethics, and relationality in teaching and learning. Cala Coats explores curiosity's vital force as a critical learning disposition and creative process that activates movement and attraction through aesthetic disruptions and embodied connections, propelled through affective ruptures and durational commitments toward affirmative complexity. The chapters follow questions and connections that emerge from embodied encounters in schools, homes, public spaces, and the natural environment, illuminating residual patterns of colonization and commodification across bodies, territorie
£28.99
Bloomsbury Publishing PLC Educational Assessment
Book SynopsisThis book explores and builds on the extraordinary work of Professor Paul Black across assessment and pedagogy across the curriculum, including STEM, humanities and social science subjects.This book explores the influence that Black has had within educational settings focusing on interpretations of the work and scholarship he has achieved across a range of settings and on the ways scholars, who have worked with him or been influenced by his ideas, have developed their research and teaching. The contributions are presented under three thematic sections, each of which reflects a set of shared educational concerns and values drawing on the natural and social sciences and developments in public policy. These concerns and values, with their emphasis on teacher assessment, provide a basis for a strategic, informed and coherent response to challenges in education, such as the cancellation of public examinations in the face of the Covid-19 pandemic.
£28.99
Bloomsbury Academic Itinerant Curriculum Theory
Book SynopsisJoão M. Paraskeva is Professor and Founding Chair of the Department of Educational Leadership at the University of Massachusetts Dartmouth, USA. He is Vice President of the American Association for the Advancement of Curriculum Studies and author of Curriculum Epistimicides (2016).
£999.99
Bloomsbury Academic The Bloomsbury Handbook of Schools and Religion
Book SynopsisThe Bloomsbury Handbook of Schools and Religion provides the first truly global scan of contemporary issues and debates around the world regarding the relationship(s) between the state, schools and religion. Organized around specific contested issues from whether or not mindfulness should be practised in schools, to appropriate and inappropriate religious attire in schools, to long-term battles about evolution, sexuality, and race, to public funding Fraser-Pearce and Fraser carefully curate chapters by leading experts exploring these matters and others in a diverse range of national settings. The Bloomsbury Handbook of Schools and Religion offers a refreshingly new international perspective.
£49.60
Bloomsbury Publishing PLC Pedagogy of Hope for Global Social Justice
Book SynopsisFollowing Paulo Freire and his concept of pedagogy of hope, this open access book explores the educational role of hope as an approach to learning about global issues in different areas of the world. Climate change, racism, and the COVID-19 pandemic have shown more than ever the need for a global shift in education policy and practice. This book provides a conceptual framework of global education and learning and the role it can play in addressing these social and environmental challenges. Written by scholars based in Australia, Brazil, Canada, China, Ghana, India, Italy, Portugal South Africa, Spain, the UK and the USA, the book addresses a range of local and global issues from global citizenship education in Latin America to training teachers in global education.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 Knowledge Unlatched.
£28.99
Bloomsbury Publishing PLC Ignatian Pedagogy for Public Schools
Book SynopsisThis book shows how the pedagogical philosophy of the Society of Jesus (the Jesuits) founder, Ignatius of Loyola, can be used and applied in public school settings in the USA and around the world without dismantling the separation of church and state. Ignatian Pedagogy should be considered a historical precursor to modern practical and pedagogical theories such as culturally relevant pedagogy and equity frameworks in education, with Jesuit foundational texts such as the Ratio Studiorum including material about working within and valuing the context of the culture surrounding schools, emphasizing student voice and empowering the student as a co-teacher. Based on new research carried out in New York City Department of Education (NYC DOE) schools the author argues for universal character formation programs based on already existing and highly effective programs at Jesuit-sponsored schools. The research shows that universal character formation programs are highly effectiv
£28.99
Bloomsbury Academic The Bloomsbury Handbook of Bourdieu and Educational Research
Book SynopsisGarth Stahl is Associate Professor of Education at the University of Queensland, Australia. He is a co-founder of the Bourdieu in Educational Research SIG for the American Educational Research Association.Guanglun Michael Mu is Enterprise Fellow and Associate Professor at the University of South Australia, Australia.Pere Ayling is Senior Lecturer in the School of Social Sciences and Humanities at University of Suffolk, UK.Elliot B. Weininger is Professor of Sociology at SUNY Brockport, USA.
£39.99
Bloomsbury Publishing PLC Educational Leadership and Critical Theory
Book SynopsisThis book shows how critical theory can help school leaders and administrators to prepare students for the ever-changing political, cultural, economic, and societal conditions of the world. The contributors use ideas from critical theorists including Adorno, Fromm, Marcuse and Habermas and connect them with contemporary theories and debates in educational leadership from moral education to criticaltheories on race, to culturally relevant practice.Educational Leadership and Critical Theory challenges the misconceptions of many present-day educators about the analytical lens offered by the Frankfurt School theorists which is often dismissed by policymakers and practitioners. Written by leading scholars based in the UK, USA, and Canada, the contributors emphasize and explain the importance of educational aesthetics, dialectics, education and civilization, the structural transformation of education's place in the public sphere, and education as revolution and enlighte
£28.99
Bloomsbury Publishing PLC Pedagogies of Care with OneYearOlds
Book SynopsisThis book applies the principles of Friedrich Froebel (1782-1852) to infant-toddler care and education today in England, the USA, New Zealand, and Hong Kong. The book contributes to critical debates on the application of Froebelian principles, including unity and connectedness, play, nature, and creativity, and makes recommendations for practice in infant-toddler education and care settings in diverse cultural contexts. The authors present new research from ethnographic studies carried out in the four countries which investigate pedagogies of care with one-year-olds in infant-toddler settings. To avoid perpetuating a universal approach, the book presents multiple perspectives based on the diverse cultures across the four countries. Throughout the book, connections are made between Froebelian principles, infant-toddler pedagogy, and early learning.
£85.50
Bloomsbury Publishing PLC Critical Pedagogies of Discomfort in Practice and Professional Education
Book SynopsisExplores the scope for discomforting pedagogies within education contexts, including how identity, power and privilege operate in pedagogical encounters and practice, and the associated ethical challenges.
£85.50
Bloomsbury Academic Freire and Student Empowerment
Book SynopsisMichaela L. Ensweiler is a PhD Candidate in the School of Social Sciences & Comparative Education at UCLA, USA. She is also Program Officer for the Paulo Freire Institute, USA.
£55.20
