Philosophy and theory of education Books

Book SynopsisRandy Stoecker has been practicing forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, Practice does not make perfect. In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By liberating service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.Liberating Service Learning and the Rest of Higher Education Civic EngagemTable of ContentsPrelude: Confessions and AcknowledgmentsI The Problem and Its Context1 Why I Worry2 A Brief Counterintuitive History of Service Learning3 Theories (Conscious and Unconscious) of Institutionalized Service LearningInterludeII Institutionalized Service Learning4 What Is Institutionalized Service Learning’s Theory of Learning?5 What Is Institutionalized Service Learning’s Theory of Service?6 What Is Institutionalized Service Learning’s Theory of Community?7 What Is Institutionalized Service Learning’s Theory of Change?III Liberating Service Learning8 Toward a Liberating Theory of Change 9 Toward a Liberating Theory of Community10 Toward a Liberating Theory of Service11 Toward a Liberating Theory of Learning12 Toward a Liberated World?PostludeReferencesIndex

Read more less

Book SynopsisRandy Stoecker has been practicing forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, Practice does not make perfect. In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By liberating service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact.Liberating Service Learning and the Rest of Higher Education Civic EngagemTable of ContentsPrelude: Confessions and AcknowledgmentsI The Problem and Its Context1 Why I Worry2 A Brief Counterintuitive History of Service Learning3 Theories (Conscious and Unconscious) of Institutionalized Service LearningInterludeII Institutionalized Service Learning4 What Is Institutionalized Service Learning’s Theory of Learning?5 What Is Institutionalized Service Learning’s Theory of Service?6 What Is Institutionalized Service Learning’s Theory of Community?7 What Is Institutionalized Service Learning’s Theory of Change?III Liberating Service Learning8 Toward a Liberating Theory of Change 9 Toward a Liberating Theory of Community10 Toward a Liberating Theory of Service11 Toward a Liberating Theory of Learning12 Toward a Liberated World?PostludeReferencesIndex

Read more less

Book SynopsisEmploying history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Deweyas well as their own work at Penn's Netter Center for Community Partnershipsto help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the relief of man's estatean icoTrade Review"The authors catalogue in rich detail the pioneering efforts of educators and administrators at the University of Pennsylvania to put into practice the ideals of their forebears in progressive education, John Dewey first and foremost among them. Until the Netter Center, these ideals had fallen largely on deaf ears or been transformed beyond recognition. It is this faithfulness to the inseparability of past, present, and future that makes the book a standout in the literature of education and societal change, putting the public back in public education and recalling universities to their special responsibilities here."— Teachers College Record"(T)he book is fundamental reading for those interested in this subject matter and should be considered complementary to analogous efforts by engaged scholars operating in other geographic and cultural contexts.... Overall, the book is an honest and in-depth account of the real possibility for a prestigious research university to achieve excellence in research and teaching through an engaged agenda, and it offers a number of intellectual stimuli and practical hints in this direction."— Planning Theory and Practice"This book is a must-read for those of us responsible for educating students who will become our future world leaders. Knowledge for Social Change proposes that research universities become radically transformed to function as democratic, civic, and community-engaged institutions, and I could not agree with the idea more." —Eduardo J. Padrón, President, Miami Dade College"Knowledge for Social Change offers a bold vision for democratically minded academics concerned about our nation's future.... The authors, who are among the stalwarts of the modern community engagement movement, make no secret that the book's intellectual and political projects are meant to be provocative. Some readers may greet their provocations as utopian wishful thinking, but the authors make clear that their vision is serious and practical. Their earnestness and commitment to the transformation of research universities should prompt even the most skeptical reader to consider the radical project they propose.... The book represents a seminal scholarly contribution to the modern-day community engagement movement as the most comprehensive account to date of the philosophical ideas that ground it."—Journal of Higher Education and Outreach"Benson and colleagues’ [argue] that education, not the economic system, is the foundation stone of human society.... The authors of Knowledge for Social Change have an impressive academic pedigree for mounting their argument.... From their collective societal and educational vantage point, they place responsibility for social change squarely on the shoulders of research universities – citing William Rainey Harper’s conviction that democracy relies on educated citizens and that universities are the driver of education, as they produce both the teachers, and the teachers of the teachers. Thus, the crux of the argument is that the kind of education individuals receive determines human capacity for progress and social change. Supporting that vision, the authors draw from an array of theorists and activists whose research and educational vision was deeply occupational."—Journal of Occupational Science"Individually and collectively, the [authors] have made important contributions to the literature on higher education prior to this collaboration. And they have done a remarkable job of producing a collective work of clarity and coherence that comes across as a single voice and avoids repetition. It is a book that should be widely read by engaged scholars, practitioners, administrative leaders, and students of engagement."—Michigan Journal of Community Service Learning"[The authors] successfully advocate for a transformative system of higher education that implicates the community and public schools in the process of learning, knowledge production, and civic-engagement.... [They] provide compelling, optimistic solutions—and paths forward—to remedy the growing corporatization of the research university and service-learning.... [O]verall, and perhaps most significantly, Benson and his team provide a meaningful, tangible adaptation to Dewey’s ideas regarding education and reveal that partnerships between universities and communities can create a more democratically engaged citizenry that works collectively for the good of all."—Partnerships: A Journal of Service-Learning and Civic Engagement

Read more less

Book SynopsisEmploying history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Deweyas well as their own work at Penn's Netter Center for Community Partnershipsto help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the relief of man's estatean icoTrade Review"The authors catalogue in rich detail the pioneering efforts of educators and administrators at the University of Pennsylvania to put into practice the ideals of their forebears in progressive education, John Dewey first and foremost among them. Until the Netter Center, these ideals had fallen largely on deaf ears or been transformed beyond recognition. It is this faithfulness to the inseparability of past, present, and future that makes the book a standout in the literature of education and societal change, putting the public back in public education and recalling universities to their special responsibilities here."— Teachers College Record"(T)he book is fundamental reading for those interested in this subject matter and should be considered complementary to analogous efforts by engaged scholars operating in other geographic and cultural contexts.... Overall, the book is an honest and in-depth account of the real possibility for a prestigious research university to achieve excellence in research and teaching through an engaged agenda, and it offers a number of intellectual stimuli and practical hints in this direction."— Planning Theory and Practice"This book is a must-read for those of us responsible for educating students who will become our future world leaders. Knowledge for Social Change proposes that research universities become radically transformed to function as democratic, civic, and community-engaged institutions, and I could not agree with the idea more." —Eduardo J. Padrón, President, Miami Dade College"Knowledge for Social Change offers a bold vision for democratically minded academics concerned about our nation's future.... The authors, who are among the stalwarts of the modern community engagement movement, make no secret that the book's intellectual and political projects are meant to be provocative. Some readers may greet their provocations as utopian wishful thinking, but the authors make clear that their vision is serious and practical. Their earnestness and commitment to the transformation of research universities should prompt even the most skeptical reader to consider the radical project they propose.... The book represents a seminal scholarly contribution to the modern-day community engagement movement as the most comprehensive account to date of the philosophical ideas that ground it."—Journal of Higher Education and Outreach"Benson and colleagues’ [argue] that education, not the economic system, is the foundation stone of human society.... The authors of Knowledge for Social Change have an impressive academic pedigree for mounting their argument.... From their collective societal and educational vantage point, they place responsibility for social change squarely on the shoulders of research universities – citing William Rainey Harper’s conviction that democracy relies on educated citizens and that universities are the driver of education, as they produce both the teachers, and the teachers of the teachers. Thus, the crux of the argument is that the kind of education individuals receive determines human capacity for progress and social change. Supporting that vision, the authors draw from an array of theorists and activists whose research and educational vision was deeply occupational."—Journal of Occupational Science"Individually and collectively, the [authors] have made important contributions to the literature on higher education prior to this collaboration. And they have done a remarkable job of producing a collective work of clarity and coherence that comes across as a single voice and avoids repetition. It is a book that should be widely read by engaged scholars, practitioners, administrative leaders, and students of engagement."—Michigan Journal of Community Service Learning"[The authors] successfully advocate for a transformative system of higher education that implicates the community and public schools in the process of learning, knowledge production, and civic-engagement.... [They] provide compelling, optimistic solutions—and paths forward—to remedy the growing corporatization of the research university and service-learning.... [O]verall, and perhaps most significantly, Benson and his team provide a meaningful, tangible adaptation to Dewey’s ideas regarding education and reveal that partnerships between universities and communities can create a more democratically engaged citizenry that works collectively for the good of all."—Partnerships: A Journal of Service-Learning and Civic Engagement

Read more less

Book SynopsisApartheid, ironically, provided Grant Farred with the optimal conditions for thinking. He describes South Africa's apartheid regime as an intellectual force that, Made thinking apartheid, more than anything else, an absolute necessity. The Perversity of Gratitude is a provocative book in which Farred reflects on an upbringing resisting apartheid. Although he is still inclined to struggle viscerally against apartheid, he acknowledges, It is me. Unsentimental about his education, Farred's critique recognizes the impact of four exceptional teachersall engaging pedagogical figures who cultivated a great sense of possibility in how thinking could be learned through a disenfranchised South African education. The Perversity of Gratitude brings to bear the work of influential philosophers such as Martin Heidegger and Jacques Derrida. The book tackles broad philosophical conceptstransgression, withdrawal, and the dialectic. This leads to the creation of a new concept, the diaspora-in-place, wTrade Review“Farred offers readers who dare a perverse anthropology of ‘the surprising intellectual processes that were put into motion precisely because of the violence that the apartheid regime intended its policies to enact on the disenfranchised mind.’ Both loving tribute to his intellectual influences and unsparing theorizing of the conditions of his education, Farred brings apartheid thinking, as a ‘primal scene,’ home to Heidegger and Derrida. Relentless in its audacity, dizzying in its intellectual reach and range, this book thinks—with rigor, ferocity, and grace—the unthinkable.”—Dana D. Nelson, Nancy Perot Chair of English and Professor of American Studies at Vanderbilt University, and author of Bad for Democracy: How the Presidency Undermines the Power of the People“Existential, confessional, deconstructive, self-reflexive, linguistically fraught, restlessly philosophic, The Perversity of Gratitude is autopoetic theorizing at its best, connecting worldliness with self, the word with the world, and meditative serenity with political turbulence. Grant Farred’s situated and grateful thinking transforms the ugly and given context of apartheid into a rich pretext for the only kind of learning that is worth the effort: learning against the grain.”—R. Radhakrishnan, Distinguished Professor of English, Comparative Literature, and African American Studies at the University of California, Irvine, and author of History, the Human, and the World Between

Read more less

Book SynopsisAdaptive Education explains how schools and universities can incorporate research processes into their activities, institutionalize a policy of inquiry and experimentation, and make teaching an evidence-based profession.Table of Contents1. Introduction 2. The Foundations of an Evidence-based Institution 3. The Search for a Blueprint 4. Designing an Inquiring Institution 5. Learning to Teach 6. The Role of the Epistemic Division 7. Conclusion

Read more less

Book SynopsisThrough a series of writings from international scholars, Gramsci and Educational Thought pays tribute to the educational influence of Antonio Gramsci, considered one of the greatest social thinkers and political theorists of the 20th century.Trade Review"Overall, and despite its somewhat modest length (of just over 150 pages), Gramsci and Educational Thought is a commendable and scholarly collection." (Philosophy in Review, 1 December 2011) Table of ContentsNotes on Contributors vii ForewordMichael A. Peters ix Introduction: Antonio Gramsci and Educational Thought 1Peter Mayo 1 A Brief Commentary on the Hegelian-Marxist Origins of Gramsci’s ‘Philosophy of Praxis’ 5Deb J. Hill 2 Antonio Gramsci and his Relevance to the Education of Adults 21Peter Mayo 3 The Revolutionary Party in Gramsci’s Pre-Prison Educational and Political Theory and Practice 38John D. Holst 4 Introducing Giovanni Gentile, the ‘Philosopher of Fascism’ 57Thomas Clayton 5 Global English, Hegemony and Education: Lessons from Gramsci 78Peter Ives 6 Antonio Gramsci and Feminism: The elusive nature of power 100Margaret Ledwith 7 Towards a Political Theory of Social Work and Education (Translated by Florian Sichling with Editing by Peter Mayo) 114Uwe Hirschfeld 8 Gramscian Thought and Brazilian Education 127Rosemary Dore Soares Index 146

Read more less

Book SynopsisEducational Neuroscience provides an overview of the wide range of recent initiatives in educational neuroscience, examining a variety of methodological concerns, issues, and directions. Encourages interdisciplinary perspectives in educational neuroscience Contributions from leading researchers examine key issues relating to educational neuroscience and mind, brain, and education more generally Promotes a theoretical and empirical base for the subject area Explores a range of methods available to researchers Identifies agencies, organizations, and associations facilitating development in the field Reveals a variety of on-going efforts to establish theories, models, methods, ethics, and a common language Table of ContentsNotes on Contributors vii Foreword Michael A. Peters xi 1 Introduction: Educational Neuroscience Kathryn E. Patten & Stephen R. Campbell 1 2 Educational Neuroscience: Motivations, methodology, and implications Stephen R. Campbell 7 3 Can Cognitive Neuroscience Ground a Science of Learning? Anthony E. Kelly 17 4 A Multiperspective Approach to Neuroeducational Research Paul A. Howard-Jones 23 5 What Can Neuroscience Bring to Education? Michel Ferrari 30 6 Connecting Education and Cognitive Neuroscience: Where will the journey take us? Daniel Ansar1, Donna Coch & Bert De Smedt 36 7 Position Statement on Motivations, Methodologies, and Practical Implications of Educational Neuroscience Research: fMRI studies of the neural correlates of creative intelligence John Geake 42 8 Brain-Science Based Cohort Studies Hideaki Koizumi 47 9 Directions for Mind, Brain, and Education: Methods, Models, and Morality Zachary Stein & Kurt W. Fischer 55 10 The Birth of a Field and the Rebirth of the Laboratory School Marc Schwartz & Jeanne Gerlach 66 11 Mathematics Education and Neurosciences: Towards interdisciplinary insights into the development of young children’s mathematical abilities Fenna Van Nes 74 12 Neuroscience and the Teaching of Mathematics Kerry Lee & Swee Fong Ng 80 13 The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy Kathryn E. Patten 86 14 Implications of Affective and Social Neuroscience for Educational Theory Mary Helen Immordino-Yang 97 Index 103

Read more less

Book SynopsisCountries in East Asia and the Pacific were already experiencing a learning crisis when the COVID-19 pandemic made things worse. This report examines key factors affecting learning outcomes in the region, including teaching, the use of educational technologies (EdTech), and public spending on education.

Read more less

Book SynopsisIn Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, as well as nonviolence, and how they have the potential to improve education.Trade Review"Miller’s text should inspire educators at all levels to consider the role of love and compassion in their work." -- J. F. Heberle * Choice Vol 55:12: August 2018 *Table of ContentsAcknowledgments Foreword by Thomas Moore Love: An Introduction Self-Love Personal Love Impartial Love: Compassion Love of Learning Love of Beauty Love as Nonviolence The Gift of Presence Eros Love and Education

Read more less

Book SynopsisDrawing on contemporary global events, this book highlights how global citizenship education can be used to critically educate about the complexity and repressive nature of global events and our collective role in creating a just world.Table of ContentsIntroduction Eva Aboagye and S. Nombuso Dlamini Section I: Key Theories and Concepts of Global Citizenship Education Chapter 1 The Global Context of Global Citizenship: A Pedagogy of Engagement Eva Aboagye and S. Nombuso Dlamini Chapter 2 Bridging the Local and the Global: The Role of Service Learning in Post-secondary Global Citizenship Education Sarah Eliza Stanlick Chapter 3 Peace Education as Education for Global Citizenship: A Primer Kevin Kester Chapter 4 Citizenship through Environmental Justice: A Case for Environmental Sustainability Education in Pre-Service Teacher Training in Canada Clinton Beckford Chaper 5 Human Trafficking and Implications for Global Citizenship Education: Gender Equality, Women’s Rights and Gender-Sensitive Learning Mikhaela Gray-Beerman Section II: Case Studies Chapter 6 A Case-study Exploration of Deweyan Experiential Service Learning as Citizenship Development Catherine A. Broom and Heesoon Bai Chapter 7 Vacationing Beyond the Beacon Path – Checkmate! Examining Global Citizenship and Service-Learning Education through Reflective Practice in Grenada and Jamaica Karen Naidoo and Marie Benjamin Chapter 8 Promoting Global Citizenship Outside the Classroom: Undergraduate-Refugee Learning in Practice Gisella Gisolo and Sarah Stanlick Chapter 9 Social Justice and Global Citizenship Education in Social Work Context: A Case of Caveat Emptor Paul Banahene Adjei Chapter 10 Global Citizenship Education: Institutional Journeys to Socially Engaged Students in Canada Eva Aboagye Chapter 11 They Want to be Global Citizens: Now What? Implications of the NGO Career Arc for Students, Faculty Mentors, and Global Citizenship Educators Andrew M. Robinson Conclusion Global Citizenship Education - The Present and the Future Eva Aboagye and S. Nombuso Dlamini Contributor List

Read more less

Book SynopsisBuilding on the concept of a teaching community, Heble and his contributors explore what it might mean for teachers and students to reach outside the walls of the classroom and attempt to establish meaningful connections between the ideas and theories they have learned and the broader community beyond campus.Trade Review"Classroom Action is a book of passionate praxis, strongest when students and instructor dig into the pragmatic details of a project or course: what does theory look like, and how does it transform, on the ground in real time? " -- Julian Gunn * Canadian Literature Reviews, 234 Autumn 2017 *Table of ContentsAcknowledgments Introduction Classroom Action: Human Rights, Critical Activism, and Community-Based Education Ajay Heble Chapter One Access Interventions: Experiments in Critical Community Engagement Elizabeth Jackson and Ingrid M ndel Chapter Two The Guelph Speaks! Anthology: Storytelling as Praxis in Community-Facing Pedagogy Ashlee Cunsolo Willox, Paul Danyluk, and Robert Zacharias Chapter Three In Action / Inaction: Political Theatre, Social Change, and Challenging Privilege Brendan Arnott Chapter Four Is This Project "Skin Deep"?: Looking Back at a Community-Facing Photo-Art Initiative Gregory Fenton Chapter Five Reflections on Dialogic Theatre for Social Change: Co-creation of The Other End of the Line Majdi Bou-Matar, Brendan Main, Morvern McNie, and Natalie Onuska Coda: Sign Up Here Ajay Heble Works Cited Webography Human Rights Education: Resources for Research and Teaching Compiled by Rachel Collins, Ajay Heble, Cory Legassic, and Bart Vautour Contributors Index

Read more less

Book SynopsisAcademics often speak about love for their subject, mathematicians discuss their love for figures and numbers, and elementary school teachers speak about their love of children. As multidimensional as love is, it is often a taboo subject relative to teachers and students. In Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, and cosmic love, and how these dimensions of love have the potential to improve education. Love and Compassion is both a practical and conceptual work, and will interest those involved in the study and practise of holistic and contemplative education. In addition to the seven dimensions of love, Miller’s evaluation includes nonviolent action, the love of beauty, and how they are crucial to the practise of teaching. Trade Review"Miller’s text should inspire educators at all levels to consider the role of love and compassion in their work." -- J. F. Heberle * Choice Vol 55:12: August 2018 *Table of ContentsAcknowledgments Foreword by Thomas Moore Love: An Introduction Self-Love Personal Love Impartial Love: Compassion Love of Learning Love of Beauty Love as Nonviolence The Gift of Presence Eros Love and Education

Read more less

Book SynopsisMarking the fiftieth anniversary of two of the most influential books in modern educational and social theory, Rethinking Freire and Illich introduces readers to the results of the symposium of Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society. The collection uniquely analyses Freire and Illich together, although not in a comparative way. It acknowledges that both Freire and Illich led in different ways to a new approach to perceiving and understanding the concept of liberation as a human condition, while also presenting current criticisms of their work from a gendered perspective and by Indigenous scholars in the US and Canada. Drawing on contributions from historians of education, theologians, digital experts, and philosophers of education, the book offers a historical analysis using extensive primary sources and an originality of topics. It introduces the ways in which the current generation reads the overall Table of ContentsIntroduction Rosa Bruno-Jofré, Michael Attridge, and Jon Igelmo Zaldivar Part I: Historical Framework 1. Pedagogy of the Oppressed and Deschooling Society in the Long 1960s: A Contextualization Rosa Bruno-Jofré and Jon Igelmo Part II: Theological Intersections in Freire’s Work and Their Impact on Catholicism 2. The Reception of Paulo Freire at the Second Episcopal Conference of Latin America (CELAM II) in 1968 Michael Attridge 3. Paulo Freire and the Jesuit Intellectual and Educational World in Chile (1964–1969): A Collateral and Indirect Relationship Cristobal Madero 4. Lonergan and Freire: An Initial Conversation Darren Dias 5. “The Wolf Shall Dwell with the Lamb”: Traces of Prophetic Judaism in the Concept of Love in Pedagogy of the Oppressed Gonzalo Jover and David Luque 6. Sisters of Our Lady of the Missions (RNDM) and Paulo Freire: Weaving a Web of Life Veronica Dunne Part III: Freire and Illich and Contemporary Critical Issues in Education 7. Ivan Illich, Gender, and Energy R.W. Sandwell 8. Building Convivial Educational Tools in the Twenty-First Century Ana Jofre, Kristina Boylan, and Ibrahim Yucel 9. In Support of Critical Thinking Education: Praxis and Dialogue in Digital Learning Ina Ghita 10. The Ideas of Ivan Illich in the History of the Homeschooling/Unschooling Movement and His Intellectual Relationship with John Holt Jon Igelmo Zaldívar and Patricia Quiroga Uceda 11. “The Time Has Come to Make the World Safe from Lifelong Education”: John Ohliger, Ivan Illich, and Mandatory Continuing Education Josh Cole Part IV: Freire and Illich and Indigeneity 12. From Nutrix Educat to Ju-jum dakim: A Possible Resolution for Ivan Illich’s Forsaken Ritual Chris Beeman 13. Reading Pedagogy of the Oppressed through the Lens of Indigenous Education: Reflections on Overlaps, Departures, and Social Developments Lindsay A. Morcom Part V: Freire in Attempts at Transformation in Asia in the Last Decades 14. An Historical Analysis of the Application of Paulo Freire’s Critical Literacy in the Design of the Rural Advancement Committee’s (BRAC) Functional Education Curriculum in Bangladesh from 1972 to 1981 Mohammad Fateh 15. The Influence and Legacy of Freire’s Ideas on Adult Literacy in Post-New War Timor-Leste Tom O’Donoghue Part VI Epilogue: From Theory to Practice and Back Again James Scott Johnston Artist’s Statement Alan Wilkinson

Read more less

Book SynopsisFeeling Obligated illustrates and interrogates the experience of teaching in today's Canadian schools.Table of ContentsAcknowledgments Introduction: The “Miserable Conditions” of Teaching 1. Precarious Others: Valuing Singularity 2. Alienation and Exclusion: Appreciating Proximity 3. Shamed and Shaming: Honouring Students 4. Destitute and Dying: Preserving Dignity 5. Fears and Frustrations: Acknowledging Desire 6. Revitalizing Teaching as Vocation Index 

Read more less

Book SynopsisFeeling Obligated combines theoretical insights with the first-hand experiences of Canadian teachers to illustrate the impact of neoliberalism the installation of market norms into educational and social policies on teachers’ professional integrity. Anne M. Phelan and Melanie D. Janzen illustrate the miserable conditions in which teachers teach, their efforts to navigate and withstand those circumstances, and their struggle to respond ethically to students, especially those already marginalized economically and socially. Exploring how educational policies attempt to recast teachers as skilled clinicians, the book revitalizes a conversation about teaching as a vocation wherein the challenge of obligation is of central concern. Haunted by what has already happened and threatened by what may yet occur, Feeling Obligated foregrounds the challenge of ethical obligation in teaching and makes a strong case for the revitalization of teaching as a vocation, Table of ContentsAcknowledgments Introduction: The “Miserable Conditions” of Teaching 1. Precarious Others: Valuing Singularity 2. Alienation and Exclusion: Appreciating Proximity 3. Shamed and Shaming: Honouring Students 4. Destitute and Dying: Preserving Dignity 5. Fears and Frustrations: Acknowledging Desire 6. Revitalizing Teaching as Vocation Index 

Read more less

Book SynopsisEducation: Ontario's Preoccupation, a companion to the author's seven-volume series, ONTARIO'S EDUCATIVE SOCIETY, reviews the main highlights of educational development in Ontario, concentrating on interpretation rather than statistics. Written for everyone seriously interested in education, whether specialist or general reader, this volume provides an analysis and overview of the key issues that have arisen in education in the last decade and evaluates the prospects for formal education in the future.Among the topics Professor Fleming discusses in detail in this volume are the role of formal education, the expansion of the educational system, the quest for organizational efficiency, the relationship between the province and the universities, educational agencies outside the formal system, research and development, the financing of education, and the questions of religion and language.Education: Ontario's Preoccupation is indispensable as an introduct

Read more less

Book SynopsisFrustrated by her students' performance, her relationships with them, and her own daughter's problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In I Love Learning; I Hate School, Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help studentspeople in generalmaster meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the Trade ReviewAs I read 'I Love Learning; I Hate School,' I sprained my neck from nodding in vigorous agreement. The book casts an anthropological lens on education in general and higher education in particular, and the result is a catalog of many of the things that I believe ail us when it comes to teaching and learning. -- John Warner * Inside Higher Ed *We should take very seriously the critique of higher education offered by Susan Blum; the book is excellent, and I highly recommend it. Blum does the profession a service by drawing our attention to the ways in which traditional educational structures put barriers in the way of our students and their learning. She has a powerful command of educational history and theory, and her insights and anecdotes rang true to me throughout the book. * Chronicle of Higher Education *Table of ContentsIntroduction: What the Good Student Did Not Know Part I. Trouble in Paradise 1. Complaints: Crisis or Moral Panic? 2. The Myriad and Muddied Goals of College Part II. Schooling and Its Oddities 3. Seeing the Air: The Nature and Spread of Higher Education 4. Wagging the Dog: Learning for Schooling 5. "What Do I Have to Do to Get an A?": The Real Skinny on Grades 6. Campus Delights: Nonacademic Engagement and Responsibility Part III. How and Why Humans Learn: Explaining the Mismatch 7. Beyond Cognition and Abstraction: Notes on Human Nature and Development8. Learning in the Wild, Learning in the Cage 9. Motivation Comes in at Least Two Flavors, Intrinsic and Extrinsic 10. On Happiness, Flourishing, Well-Being, and Meaning Part IV. A Revolution in Learning 11. Both Sides Now of a Learning Revolution Conclusion: Learning versus Schooling: A Professor's Reeducation Appendix: A New Metaphor: Permaculture, or Twelve Principles of Human Cultivation

Read more less

Book Synopsis

Read more less

Book SynopsisIn The Nature-Study Idea, Liberty Hyde Bailey articulated the essence of a social movement, led by ordinary public-school teachers, that lifted education out of the classroom and placed it into firsthand contact with the natural world. The aim was simple but revolutionary: sympathy with nature to increase the joy of living and foster stewardship of the earth.With this definitive edition, John Linstrom reintroduces The Nature-Study Idea as an environmental classic for our time. It provides historical context through a wealth of related writings, and introductory essays relate Bailey''s vision to current work in education and the intersection of climate change and culture. In this period of planetary turmoil, Bailey''s ambition to cultivate wonder (in adults as well as children) and lead readers back into the natural world is more important than ever.

Read more less

Book SynopsisOver the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.Trade Review"This volume provides unique insight into the research and theories on international education conducted at Stanford University's School of Education, the global leader in the field. It offers a summary of and reflection on the process that led to the findings of over half a century. A jewel in the epistemology of educational studies and of social sciences at large." -- Manuel Castells, Professor Emeritus of Sociology * University of California, Berkeley *"This volume skillfully documents the social forces at play by which theories, policies, and practices in this interdisciplinary field emerged and were transformed since the 1960s. It is a magisterial addition to the literature on the history and political economy of fields of knowledge." -- Robert F. Arnove, Chancellor's Professor Emeritus of Educational & Leadership Studies * Indiana University Bloomington *Table of ContentsContents and Abstracts1The Strands of Comparative and International Education: chapter abstractThis chapter reviews the emergence of new ways of studying education comparatively and internationally in the 1950s and 1960s. It argues that in the immediate post–World War II period reconstruction in Europe and Asia and the advent of the Cold War put comparative education research front and center in potentially influencing the political and economic course of nations. As the role played by the field grew in ideological importance through the 1950s and 1960s, an intense discussion developed around methodology and the direction research should take. The chapter shows how three different yet overlapping strands of research and teaching emerged: introducing social scientific methods into comparative education; applying academic research to educational developmental activism, and comparing educational systems through measurement of student achievement and other "outcomes" of schooling. These three strands continue to dominate the field to this day, largely in the same structural forms as in the 1960s. 2How One Comparative Education Program Managed to Survive and Make Its Mark on the Field chapter abstractThis chapter describes the turbulent history of Stanford's comparative and international education program over fifty years, since its founding in the mid-1960s, and how the program managed to survive and flourish despite its continuously precarious position in the School of Education. The chapter argues that this survival resulted from a synergy between three core components. First, the program trained its students using an interdisciplinary social science approach to educational issues. Second, it placed major emphasis on training students in critically and innovatively applying methods from the social sciences. Third, the program became a leader in the field through new theoretical approaches to comparative education developed by Stanford faculty. These new approaches had worldwide influence on comparative and international education research and the training of students. The approaches had immediate influence on the students in the program, who then went on to populate the faculties of comparative education programs worldwide. 3The 1960s and 1970s: Human Capital chapter abstractThis chapter discusses the important contribution of human capital theory to comparative and international education beginning in the early 1960s. It recounts the author's personal involvement as a student at the University of Chicago in the beginning of the theory's evolution, and how, through early studies in Mexico and Kenya, he developed an alternative approach to human capital as a tool to study education systems comparatively. This alternative approach is described through an early work of the author's, questioning many of the underlying assumptions of the theory. The chapter analyzes the pros and cons of human capital theory and its potential for and limitations in understanding both the expansion of education and especially individuals' decisions as to how much and what kind of education to take. 4The 1970s: Comparative Education and Modernity chapter abstractThis chapter presents the major contribution to comparative education theory made by Alex Inkeles and David Smith in the early 1970s. Inkeles headed a six-country study on "modernity," which he and Smith defined as a mode of individual functioning—a set of dispositions to act in certain ways that were related to notions of progress and higher economic productivity. The main hypothesis of the modernity project was that these "skills" or worldviews or attitudes that shape behavior were learned indirectly through the social structures in which people live and work rather than being specifically taught in a formal sense. The chapter describes this research, published in 1974 as the book Becoming Modern, goes into detail about its underlying theoretical bases and results, and analyzes the reasons for the resistance the study encountered at the time in the social science and comparative education communities. 5The 1970s: Colonialism, Neocolonialism, and Comparative Education chapter abstractThis chapter discusses the critical analyses of education that emerged from applying neo-Marxist class theories and existentialist critiques of society to comparative education in the 1960s and early 1970s. The chapter reviews how these analyses emanated from theories of dependency and psychological "colonization," and how they challenged earlier social science approaches to comparative education. It focuses on the author's writings of the early 1970s, which argued that the inequalities observed in education systems in both developed and developing countries were not mainly the result of "inefficiencies" of educational bureaucracies but built directly into the class and racial reproductive nature of the educational systems themselves. As the chapter spells out, this suggests that educational inequalities largely reflected the inherently unequal nature of capital societies, the degree of inequality of economic and power relations in these societies, and the role that education was assigned in helping reproduce such inequalities. 6The 1970s and 1980s: World Society Theory and Comparative Education chapter abstractThis chapter discusses the intellectual foundations of world society theory, developed by John Meyer and his colleagues, and their evolution and spreading influence on comparative education. It details how this theory rejected two other explanations of the rise of mass schooling: functionalist theories that saw it as a response to the imperative of filling specific social functions—incorporating youth into an industrial form of production requiring specific human skills and behavior—and theories that explained the rise in terms of its crucial role in reproducing class relations of production in a broader economic-political functionalism. In contrast, world society theory argued that the nation-state is an ideological project abstracted from any single economic system or the interests of any social group. The expansion of mass schooling, in turn, is the expression of a "modern" nation-state's drive for legitimation within a wider world environment that defines progress and modernity. 7The 1980s: The Politics of Education: Legitimation, Reform, and Knowledge chapter abstractThis chapter describes the evolution of Hans Weiler's contributions to state theory and their application to comparative education analyses. It focuses first on Weiler's theory of compensatory legitimation, which posits that the state has a substantial legitimacy deficit and attempts to compensate for this deficit through policies that serve as strategies to legitimate the state. Foremost among these are educational policies that, Weiler argues, are used to give the impression of change and increased participation, but are, in fact, substitutes for actual reforms. The chapter then analyzes Weiler's second contribution to comparative education theory: his analysis of knowledge and its role in higher education. This concept centers on the relationship between knowledge and power. He argues that knowledge and power are connected by a relationship of what he calls reciprocal legitimation—that is, knowledge legitimates power, and conversely, power legitimates knowledge. 8The 1980s: The State and Comparative Education chapter abstractThis chapter discusses two additional state theories, one applied to US education and the other developed to explain educational expansion in socialist developing countries. The first argued that the state is contested terrain and that change takes place in education and other sites of the state through a process of contradiction and political conflict over the shape and direction of education. These changes in education have repercussions for civil society, including for the workplace. The argument in the second theory was that the state, not the production system, is the main source of the dynamic of postcapitalist socialist societies, and it is politics, more than the relations of production, that drives their social development. The theory also claimed that understanding how and why these states restructured their educational systems can—through comparison and contrast—provide insights into how and why educational systems in traditional dependent capitalist countries maintain inequality. 9The 1990s: Comparative Education and the Impact of Globalization chapter abstractThis chapter discusses theories of comparative education that emerged at Stanford in response to economic globalization in the 1980s and 1990s.Their main thrust was that, paradoxically, as the world economy globalizes, the nation-state continues as the political structure where educational policy plays out. Yet that state comes under increased pressure from global forces at two levels. First, those impinging on the underlying politics of the nation-state, such as regional divisions exacerbated by uneven economic development in the global economy and the increasing global use of information technology to define nation-state politics. Second, by global organizations explicitly attempting to shift policy making away from nation-states to international agencies. Unlike the world society theory's overarching ideological conception of the nation-state—one that converges nations' thinking about education and human rights—these organizations represent their attempt to apply uniform explicit educational policies globally to all nation-states. 10The 2000s: Impact Evaluation and Comparative Education chapter abstractThis chapter discusses important new analyses of education that estimate various school interventions' causal effects on student outcomes. Such estimates allow researchers to describe relations between school inputs and student characteristics or how educational systems are designed (e.g., teacher incentives) in one country and in different country contexts. To illustrate, the chapter focuses on three impact evaluations recently completed in China by Stanford faculty. One uses a strong identification strategy treatments' impact on student outcomes and two are randomized trials. The first study estimates the impact of vocational education on the outcomes of computing majors. The second uses an experimental design to test the effect on teacher practice and student mathematics achievement of a two-part teacher professional development program in one province. The third conducted a randomized trial to estimate the effects of several different designs of teacher pay incentives on teacher teaching strategies and student outcomes. 11The 2000s: International Tests and Comparative Education chapter abstractThis chapter discusses the pros and cons of the most influential "movement" in comparative education in the past two decades—large-scale international tests. The chapter describes the arc of international testing from its early days in the 1960s, as an effort to obtain more data to compare developed country educational systems, to the present day of massive multiyear testing on a world scale, "league table" comparisons of average national student performance, and drawing educational policy "lessons" from the educational practices of high-scoring countries. The chapter analyzes the advantages for comparative education analyses of the great increase in data about educational systems internationally and the many flaws in using international test scores to draw inferences about whether and why some countries' educational systems are "good" or "bad" and about the relationship between student test scores and future national economic and social development. 12Where Is Theory Headed in International and Comparative Education? chapter abstractThis chapter speculates about future directions for comparative education theory. The chapter begins with potentially new contributions from impact evaluation, international testing, state theory, and world society theory as the influence of globalization and information technology on political economy and ideological norms (including individual identity) intensifies. The chapter concludes by discussing how other theoretical conceptions of educational issues could impact comparative education over the next generation. One of these is feminist theory, with its potential to alter assumptions concerning the definition of educational goals and the evaluation of educational processes. A second is learning theory, and its potential for changing the way tests are used to gauge whether students are "learning more" in one country than in another. Learning theory may also find new ways to better understand what education systems in different societies actually do rather than comparing educational systems' "effectiveness" based on one or two specific outcomes.

Read more less

Book SynopsisOver the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.Trade Review"This volume provides unique insight into the research and theories on international education conducted at Stanford University's School of Education, the global leader in the field. It offers a summary of and reflection on the process that led to the findings of over half a century. A jewel in the epistemology of educational studies and of social sciences at large." -- Manuel Castells, Professor Emeritus of Sociology * University of California, Berkeley *"This volume skillfully documents the social forces at play by which theories, policies, and practices in this interdisciplinary field emerged and were transformed since the 1960s. It is a magisterial addition to the literature on the history and political economy of fields of knowledge." -- Robert F. Arnove, Chancellor's Professor Emeritus of Educational & Leadership Studies * Indiana University Bloomington *Table of ContentsContents and Abstracts1The Strands of Comparative and International Education: chapter abstractThis chapter reviews the emergence of new ways of studying education comparatively and internationally in the 1950s and 1960s. It argues that in the immediate post–World War II period reconstruction in Europe and Asia and the advent of the Cold War put comparative education research front and center in potentially influencing the political and economic course of nations. As the role played by the field grew in ideological importance through the 1950s and 1960s, an intense discussion developed around methodology and the direction research should take. The chapter shows how three different yet overlapping strands of research and teaching emerged: introducing social scientific methods into comparative education; applying academic research to educational developmental activism, and comparing educational systems through measurement of student achievement and other "outcomes" of schooling. These three strands continue to dominate the field to this day, largely in the same structural forms as in the 1960s. 2How One Comparative Education Program Managed to Survive and Make Its Mark on the Field chapter abstractThis chapter describes the turbulent history of Stanford's comparative and international education program over fifty years, since its founding in the mid-1960s, and how the program managed to survive and flourish despite its continuously precarious position in the School of Education. The chapter argues that this survival resulted from a synergy between three core components. First, the program trained its students using an interdisciplinary social science approach to educational issues. Second, it placed major emphasis on training students in critically and innovatively applying methods from the social sciences. Third, the program became a leader in the field through new theoretical approaches to comparative education developed by Stanford faculty. These new approaches had worldwide influence on comparative and international education research and the training of students. The approaches had immediate influence on the students in the program, who then went on to populate the faculties of comparative education programs worldwide. 3The 1960s and 1970s: Human Capital chapter abstractThis chapter discusses the important contribution of human capital theory to comparative and international education beginning in the early 1960s. It recounts the author's personal involvement as a student at the University of Chicago in the beginning of the theory's evolution, and how, through early studies in Mexico and Kenya, he developed an alternative approach to human capital as a tool to study education systems comparatively. This alternative approach is described through an early work of the author's, questioning many of the underlying assumptions of the theory. The chapter analyzes the pros and cons of human capital theory and its potential for and limitations in understanding both the expansion of education and especially individuals' decisions as to how much and what kind of education to take. 4The 1970s: Comparative Education and Modernity chapter abstractThis chapter presents the major contribution to comparative education theory made by Alex Inkeles and David Smith in the early 1970s. Inkeles headed a six-country study on "modernity," which he and Smith defined as a mode of individual functioning—a set of dispositions to act in certain ways that were related to notions of progress and higher economic productivity. The main hypothesis of the modernity project was that these "skills" or worldviews or attitudes that shape behavior were learned indirectly through the social structures in which people live and work rather than being specifically taught in a formal sense. The chapter describes this research, published in 1974 as the book Becoming Modern, goes into detail about its underlying theoretical bases and results, and analyzes the reasons for the resistance the study encountered at the time in the social science and comparative education communities. 5The 1970s: Colonialism, Neocolonialism, and Comparative Education chapter abstractThis chapter discusses the critical analyses of education that emerged from applying neo-Marxist class theories and existentialist critiques of society to comparative education in the 1960s and early 1970s. The chapter reviews how these analyses emanated from theories of dependency and psychological "colonization," and how they challenged earlier social science approaches to comparative education. It focuses on the author's writings of the early 1970s, which argued that the inequalities observed in education systems in both developed and developing countries were not mainly the result of "inefficiencies" of educational bureaucracies but built directly into the class and racial reproductive nature of the educational systems themselves. As the chapter spells out, this suggests that educational inequalities largely reflected the inherently unequal nature of capital societies, the degree of inequality of economic and power relations in these societies, and the role that education was assigned in helping reproduce such inequalities. 6The 1970s and 1980s: World Society Theory and Comparative Education chapter abstractThis chapter discusses the intellectual foundations of world society theory, developed by John Meyer and his colleagues, and their evolution and spreading influence on comparative education. It details how this theory rejected two other explanations of the rise of mass schooling: functionalist theories that saw it as a response to the imperative of filling specific social functions—incorporating youth into an industrial form of production requiring specific human skills and behavior—and theories that explained the rise in terms of its crucial role in reproducing class relations of production in a broader economic-political functionalism. In contrast, world society theory argued that the nation-state is an ideological project abstracted from any single economic system or the interests of any social group. The expansion of mass schooling, in turn, is the expression of a "modern" nation-state's drive for legitimation within a wider world environment that defines progress and modernity. 7The 1980s: The Politics of Education: Legitimation, Reform, and Knowledge chapter abstractThis chapter describes the evolution of Hans Weiler's contributions to state theory and their application to comparative education analyses. It focuses first on Weiler's theory of compensatory legitimation, which posits that the state has a substantial legitimacy deficit and attempts to compensate for this deficit through policies that serve as strategies to legitimate the state. Foremost among these are educational policies that, Weiler argues, are used to give the impression of change and increased participation, but are, in fact, substitutes for actual reforms. The chapter then analyzes Weiler's second contribution to comparative education theory: his analysis of knowledge and its role in higher education. This concept centers on the relationship between knowledge and power. He argues that knowledge and power are connected by a relationship of what he calls reciprocal legitimation—that is, knowledge legitimates power, and conversely, power legitimates knowledge. 8The 1980s: The State and Comparative Education chapter abstractThis chapter discusses two additional state theories, one applied to US education and the other developed to explain educational expansion in socialist developing countries. The first argued that the state is contested terrain and that change takes place in education and other sites of the state through a process of contradiction and political conflict over the shape and direction of education. These changes in education have repercussions for civil society, including for the workplace. The argument in the second theory was that the state, not the production system, is the main source of the dynamic of postcapitalist socialist societies, and it is politics, more than the relations of production, that drives their social development. The theory also claimed that understanding how and why these states restructured their educational systems can—through comparison and contrast—provide insights into how and why educational systems in traditional dependent capitalist countries maintain inequality. 9The 1990s: Comparative Education and the Impact of Globalization chapter abstractThis chapter discusses theories of comparative education that emerged at Stanford in response to economic globalization in the 1980s and 1990s.Their main thrust was that, paradoxically, as the world economy globalizes, the nation-state continues as the political structure where educational policy plays out. Yet that state comes under increased pressure from global forces at two levels. First, those impinging on the underlying politics of the nation-state, such as regional divisions exacerbated by uneven economic development in the global economy and the increasing global use of information technology to define nation-state politics. Second, by global organizations explicitly attempting to shift policy making away from nation-states to international agencies. Unlike the world society theory's overarching ideological conception of the nation-state—one that converges nations' thinking about education and human rights—these organizations represent their attempt to apply uniform explicit educational policies globally to all nation-states. 10The 2000s: Impact Evaluation and Comparative Education chapter abstractThis chapter discusses important new analyses of education that estimate various school interventions' causal effects on student outcomes. Such estimates allow researchers to describe relations between school inputs and student characteristics or how educational systems are designed (e.g., teacher incentives) in one country and in different country contexts. To illustrate, the chapter focuses on three impact evaluations recently completed in China by Stanford faculty. One uses a strong identification strategy treatments' impact on student outcomes and two are randomized trials. The first study estimates the impact of vocational education on the outcomes of computing majors. The second uses an experimental design to test the effect on teacher practice and student mathematics achievement of a two-part teacher professional development program in one province. The third conducted a randomized trial to estimate the effects of several different designs of teacher pay incentives on teacher teaching strategies and student outcomes. 11The 2000s: International Tests and Comparative Education chapter abstractThis chapter discusses the pros and cons of the most influential "movement" in comparative education in the past two decades—large-scale international tests. The chapter describes the arc of international testing from its early days in the 1960s, as an effort to obtain more data to compare developed country educational systems, to the present day of massive multiyear testing on a world scale, "league table" comparisons of average national student performance, and drawing educational policy "lessons" from the educational practices of high-scoring countries. The chapter analyzes the advantages for comparative education analyses of the great increase in data about educational systems internationally and the many flaws in using international test scores to draw inferences about whether and why some countries' educational systems are "good" or "bad" and about the relationship between student test scores and future national economic and social development. 12Where Is Theory Headed in International and Comparative Education? chapter abstractThis chapter speculates about future directions for comparative education theory. The chapter begins with potentially new contributions from impact evaluation, international testing, state theory, and world society theory as the influence of globalization and information technology on political economy and ideological norms (including individual identity) intensifies. The chapter concludes by discussing how other theoretical conceptions of educational issues could impact comparative education over the next generation. One of these is feminist theory, with its potential to alter assumptions concerning the definition of educational goals and the evaluation of educational processes. A second is learning theory, and its potential for changing the way tests are used to gauge whether students are "learning more" in one country than in another. Learning theory may also find new ways to better understand what education systems in different societies actually do rather than comparing educational systems' "effectiveness" based on one or two specific outcomes.

Read more less

Book SynopsisHow has the dominant social scientific paradigm limited our understanding of the impact of inherited economic resources, social privilege, and sociocultural practices on multigenerational inequality? In what ways might multiple forces of social difference haunt quantitative measurements of ability such as the SAT? Building on new materialist philosophy, Inheriting Possibility rethinks methods of quantification and theories of social reproduction in education, demonstrating that test performance results and parenting practices convey the impact of materially and historically contingent patterns of differential possibility.Ezekiel J. Dixon-Román explores the dualism of nature and culture that has undergirded theories of inheritance, social reproduction, and human learning and development. Research and debate on the reproduction of power relations have rested on a premise that nature is made up of fixed universals on which the creative, intellective, and discursive play of culture are based. Drawing on recent work in the physical and biological sciences, Dixon-Román argues that nature is culture. He contends that by assuming a rigid nature/culture binary, we ultimately limit our understanding of how power relations are reproduced. Through innovative analyses of empirical data and cultural artifacts, Dixon-Román boldly reconsiders how we conceptualize the processes of inheritance and approach social inquiry in order to profoundly sharpen understanding and address the reproducing forces of inequality.Trade Review"In Inheriting Possibility, Ezekiel J. Dixon-Román establishes himself as a social philosopher, methodologist, and policy analyst. In short, he provides the two ingredients on which intellectuals since Marx have relied: theory and method. As a theorist, few scholars match his ability to deconstruct the false binary between nature and culture. As a methodologist, he possesses sophisticated, interpretive skills of psychometrics and measurement’s epistemological limits. Dixon-Román is not only the complete package, but stands out as one of the most creative intellectuals of our time."—Zeus Leonardo, author of Race Frameworks: A Multidimensional Theory of Racism and Education"How can a cultural theory of quantification become the starting point for a materialist analysis of socio-cultural forms of inheritance? Inheriting Possibility offers us compelling arguments for new ontologies of the number and radically challenges what we know about the use of statistics in education and socio-cultural analysis."—Dr. Luciana Parisi, Goldsmiths, University of LondonTable of ContentsContentsPrefaceIntroduction: Enumerating Difference beyond Anthropocentrism1. Inheriting Possibility: Quantum Anthropologies and the Forces of Inheritance2. Cultural Studies and Quantification: Toward a Diffractive Methodology3. Parenting Performativities: Assemblages of “Difference” and the Material–Discursive Practices of Parenting4. Inheriting Merit: The SAT as an Institutionalized Measuring Apparatus for Social ImmobilityConclusion: Enfolding PossibilitiesAppendix A: Quantitative Methods and Results for Chapter 3Appendix B: Quantitative Methods and Results for Chapter 4Acknowledgments NotesBibliographyIndex

Read more less

Book SynopsisA bold call to deromanticize education and reframe universities as terrains of struggle between alternative modes of studying and world-making Higher education is at an impasse. Black Lives Matter and #MeToo show that racism and sexism remain pervasive on campus, while student and faculty movements fight to reverse increased tuition, student debt, corporatization, and adjunctification. Commentators typically frame these issues as crises for an otherwise optimal mode of intellectual and professional development. In Beyond Education, Eli Meyerhoff instead sees this impasse as inherent to universities, as sites of intersecting political struggles over resources for studying.Meyerhoff argues that the predominant mode of study, education, is only one among many alternatives and that it must be deromanticized in order to recognize it as a colonial-capitalist institution. He traces how key elements of education—the vertical trajectory of individualized development, its role in preparing people to participate in governance through a pedagogical mode of accounting, and dichotomous figures of educational waste (the “dropout”) and value (the “graduate”)—emerged from histories of struggles in opposition to alternative modes of study bound up with different modes of world-making.Through interviews with participants in contemporary university struggles and embedded research with an anarchist free university, Beyond Education paves new avenues for achieving the aims of an “alter-university” movement to put novel modes of study into practice. Taking inspiration from Black Lives Matter, Occupy Wall Street, and Indigenous resurgence projects, it charts a new course for movements within, against, and beyond the university as we know it.Trade Review "One of the book’s virtues is the sustained attention it gives to how levels-based schooling has been complicit in, or has actively contributed to, past and present social problems. Beyond Education makes a laudable contribution to critical educational studies."—Full Stop "What sets this book apart from other more polemic volumes (and there are dozens on both sides of the political spectrum) is the clarity of Meyerhoff’s writing, his use of individual narratives to make his points, and his references to similarly accessible works."—CHOICE "This book invites readers to imagine and create kinds of studying that are not anchored in the conventional academic world of universities but are instead created out of and for "alternative modes of study and worldmaking" (200)."—Theory & Event "A thorough and provocative book with plenty to say to our movement."—Against the Current

Read more less

Book SynopsisHow being “nice” in school and university settings works to reinforce racialized, gendered, and (dis)ability-related inequities in education and society Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity. In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities. Grounded in data, personal narrative, and theory, the chapters show that Niceness, as a raced, gendered, and classed set of behaviors, functions both as a shield to save educators from having to do the hard work of dismantling inequity and as a disciplining agent for those who attempt or even consider disrupting structures and ideologies of dominance. Contributors: Sarah Abuwandi, Arizona State U; Colin Ben, U of Utah; Nicholas Bustamante, Arizona State U; Aidan/Amanda J. Charles, Northern Arizona U; Jeremiah Chin, Arizona State U; Sally Campbell Galman, U of Massachusetts; Frederick Gooding Jr., Texas Christian U; Deirdre Judge, Tufts U; Katie A. Lazdowski; Román Liera, U of Southern California; Sylvia Mac, U of La Verne; Lindsey Malcolm-Piqueux, California Institute of Technology; Giselle Martinez Negrette, U of Wisconsin–Madison; Amber Poleviyuma, Arizona State U; Alexus Richmond, Arizona State U; Frances J. Riemer, Northern Arizona U; Jessica Sierk, St. Lawrence U; Bailey B. Smolarek, U of Wisconsin–Madison; Jessica Solyom, Arizona State U; Megan Tom, Arizona State U; Sabina Vaught, U of Oklahoma; Cynthia Diana Villarreal, U of Southern California; Kristine T. Weatherston, Temple U; Joseph C. Wegwert, Northern Arizona U; Marguerite Anne Fillion Wilson, Binghamton U; Jia-Hui Stefanie Wong, Trinity College; Denise Gray Yull, Binghamton U.Trade Review"Niceness compels educators to focus on the dream, the possibility, and the effort of each individual student. Niceness deters educators from grappling with the red flags that consistently emerge in achievement, behavioral, and other data. Niceness, in other words, both enables avoidance and shields educators from doing the hard work of confronting inequity."—from the Introduction

Read more less

Book SynopsisAn updated edition of this measured, practical, and timely guide to LGBT rights and issues for educators and school officials With ongoing battles over transgender rights, bullying cases in the news almost daily, and marriage equality only recently the law of the land, the information in The Right to Be Out could not be more timely or welcome. In an updated second edition that explores the altered legal terrain of LGBT rights for students and educators, Stuart Biegel offers expert guidance on the most challenging concerns in this fraught context. Taking up the pertinent questions likely to arise regarding curriculum and pedagogy in the classroom, school sports, and transgender issues, Biegel reviews the dramatic legal developments of the past decades, identifies the principles at work, and analyzes the policy considerations that result from these changes. Central to his work is an understanding of the social, political, and personal tensions regarding the nature and extent of the right to be out, which includes both the First Amendment right to express an identity and the Fourteenth Amendment right to be treated equally. Acknowledging that LGBT issues affect people of every sexual orientation and gender identity, Biegel provides a road map of viable strategies for school officials and educators. The Right to Be Out, informed by the latest research-based findings, advances the proposition that a safe and supportive educational environment, built upon shared values and geared toward a greater appreciation of our pluralistic society, can lead to a better world for everyone.Table of ContentsPreface to the Second EditionAcknowledgmentsIntroductionPart I. The Law: The Emergence of the Right to Be Out1. The Legal Foundations of the Right to Be Out 2. Marriage Equality and Its Aftermath3. Emerging Rights of LGBT Students: The Impact of Litigation and Legislation4. Challenges for LGBT Educators: The Tension between Rights on Paper and the Realities of the Classroom5. Curriculum, Religion, Morality, and ValuesPart II. Public Policy: Implementing the Right to Be Out6. Addressing School Climate: Goals and Best Practices7. Creating Change in the Classroom: Curriculum, Pedagogy, and LGBT Content8. The Culture of School Sports: From Physical Education to Interscholastic Athletics9. Confronting the Challenges Faced by Transgender YouthConclusionNotesIndex

Read more less

Book SynopsisAn updated edition of this measured, practical, and timely guide to LGBT rights and issues for educators and school officials With ongoing battles over transgender rights, bullying cases in the news almost daily, and marriage equality only recently the law of the land, the information in The Right to Be Out could not be more timely or welcome. In an updated second edition that explores the altered legal terrain of LGBT rights for students and educators, Stuart Biegel offers expert guidance on the most challenging concerns in this fraught context. Taking up the pertinent questions likely to arise regarding curriculum and pedagogy in the classroom, school sports, and transgender issues, Biegel reviews the dramatic legal developments of the past decades, identifies the principles at work, and analyzes the policy considerations that result from these changes. Central to his work is an understanding of the social, political, and personal tensions regarding the nature and extent of the right to be out, which includes both the First Amendment right to express an identity and the Fourteenth Amendment right to be treated equally. Acknowledging that LGBT issues affect people of every sexual orientation and gender identity, Biegel provides a road map of viable strategies for school officials and educators. The Right to Be Out, informed by the latest research-based findings, advances the proposition that a safe and supportive educational environment, built upon shared values and geared toward a greater appreciation of our pluralistic society, can lead to a better world for everyone.Table of ContentsPreface to the Second EditionAcknowledgmentsIntroductionPart I. The Law: The Emergence of the Right to Be Out1. The Legal Foundations of the Right to Be Out 2. Marriage Equality and Its Aftermath3. Emerging Rights of LGBT Students: The Impact of Litigation and Legislation4. Challenges for LGBT Educators: The Tension between Rights on Paper and the Realities of the Classroom5. Curriculum, Religion, Morality, and ValuesPart II. Public Policy: Implementing the Right to Be Out6. Addressing School Climate: Goals and Best Practices7. Creating Change in the Classroom: Curriculum, Pedagogy, and LGBT Content8. The Culture of School Sports: From Physical Education to Interscholastic Athletics9. Confronting the Challenges Faced by Transgender YouthConclusionNotesIndex

Read more less

Book SynopsisAn international group of artists and scholars reflects on the nature and significance of education in contemporary society, introducing new perspectives on learning and creativity Back to the Sandbox addresses critical issues of the education system from an intriguing new perspective: essays by leading thinkers juxtaposed with art projects, intended for kindergarten through adult. The core issues include democracy in education, creativity, transdisciplinarity, neuroplasticity, thinking versus memorizing, science versus art and humanities. Both artists and scholars explore specific topics while guided by one framing question central to educators’ and students’ concerns today: What education do we need? The volume includes several lead essays and eighteen shorter texts from international scholars. Based on an exhibition with the same name, Back to the Sandbox records an ongoing multifaceted project that comprises exhibitions, conferences, workshops, surveys, and online roundtables, connecting local communities with international networks. This groundbreaking publication will serve as both reference and inspiration to educators, students, artists, parents, policy makers, and everyone interested in education and art. Contributors: Peter Alheit, Georg-August-U, Gottingen, Germany; Eva Bakkeslett; Nicolas Buchoud; Nancy Budwig, Clark U; Cathy Burke, U of Cambridge; Luis Camnitzer; Teddy Cruz; Jim Duignan; Tony Eaude, U of Oxford; Bente Elkjaer, Aarhus U, Denmark; Priscila Fernandes; Fonna Forman; Liane Gabora, U of British Columbia; Henry Giroux, McMaster U, Ontario; Ken Goldberg, UC Berkeley; Michael Joaquin Grey; Ane Hjort Guttu; Jessica Hamlin, New York U; Yaacov Hecht; Knud Illeris, Danish School of Education, Copenhagen; Mannish Jain; Ronald Jones; Markus Kayser; Floris Koot; Eva Koťátková; Graziela Kunsch; Pamela Kuntz; Tyson E. Lewis, U of North Texas; Sugata Mitra, Newcastle U, London; James Mollison; Basarab Nicolescu, U Pierre et Marie Curie, Paris; Petr Nikl; Petr Payne; Renzo Piano; Howard Rheingold; Luboš Rychvalský; Andreas Schleicher; Calvin Seibert; Bára Štěpánová; Mark Tennant; Bruce E. Wexler, Yale U; Judy Willis; Conrad Wolfram; Hafthor Yngvason; Philip Zimbardo, Stanford U.

Read more less

Book SynopsisAn open challenge to Common Core’s drive for uniformity Nicholas Tampio watched as his kindergartner’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.Forerunners: Ideas First Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead

Read more less

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

Read more less

Book SynopsisA witty and incisive exploration of the philosophical conundrums that animate the digital humanities Since its inception, the digital humanities has been repeatedly attacked as a threat to the humanities: warnings from literary and cultural theorists of technology overtaking English departments and the mechanization of teaching have peppered popular media. Stephen Ramsay’s On the Digital Humanities, a collection of essays spanning the personal to the polemic, is a spirited defense of the field of digital humanities. A founding figure in what was once known as “humanities computing,” Ramsay has a well-known and contentious relationship with what is now called the digital humanities (DH). Here Ramsay collects and updates his most influential and notorious essays and speeches from the past fifteen years, considering DH from an array of practical and theoretical perspectives. The essays pursue a broad variety of themes, including the nature of data and its place in more conventional notions of text and interpretation, the relationship between the constraints of computation and the more open-ended nature of the humanities, the positioning of practical skills and infrastructures in both research and pedagogical contexts, the status of DH as a program for political and social action, and personal reflections on the author’s journey into the field as both a theorist and a technologist. These wide-ranging essays all center around one idea: that DH not forsake its connection to the humanities. While “digital humanities” may sound like an entirely new form of engagement with the artifacts of human culture, Ramsay argues that the field well reveals what is most essential to humanistic inquiry. Trade Review "Stephen Ramsay has long held a reputation as the enfant terrible of digital humanities. This book confirms that notoriety, but not in the way one would expect: his startling and deeply erudite provocations, developed over these many essays, will sting some DH insiders while welcoming many newcomers to the field."—Matthew Kirschenbaum, University of Maryland "Wide-ranging, synthetic, and thought-provoking, On the Digital Humanities both captures the energy and anxiety of the ‘DH moment’ and points the way toward the as-yet untapped potential of the relationship between the digital and the humanities. Together, these essays present a complex, highly readable rethinking of the ways digital humanists work, the passions that keep them engaged, and the relationships they build—and the fights they have—in the process."—Kathleen Fitzpatrick, Director of Digital Humanities, Michigan State University

Read more less

Book SynopsisA witty and incisive exploration of the philosophical conundrums that animate the digital humanities Since its inception, the digital humanities has been repeatedly attacked as a threat to the humanities: warnings from literary and cultural theorists of technology overtaking English departments and the mechanization of teaching have peppered popular media. Stephen Ramsay’s On the Digital Humanities, a collection of essays spanning the personal to the polemic, is a spirited defense of the field of digital humanities. A founding figure in what was once known as “humanities computing,” Ramsay has a well-known and contentious relationship with what is now called the digital humanities (DH). Here Ramsay collects and updates his most influential and notorious essays and speeches from the past fifteen years, considering DH from an array of practical and theoretical perspectives. The essays pursue a broad variety of themes, including the nature of data and its place in more conventional notions of text and interpretation, the relationship between the constraints of computation and the more open-ended nature of the humanities, the positioning of practical skills and infrastructures in both research and pedagogical contexts, the status of DH as a program for political and social action, and personal reflections on the author’s journey into the field as both a theorist and a technologist. These wide-ranging essays all center around one idea: that DH not forsake its connection to the humanities. While “digital humanities” may sound like an entirely new form of engagement with the artifacts of human culture, Ramsay argues that the field well reveals what is most essential to humanistic inquiry. Trade Review "Stephen Ramsay has long held a reputation as the enfant terrible of digital humanities. This book confirms that notoriety, but not in the way one would expect: his startling and deeply erudite provocations, developed over these many essays, will sting some DH insiders while welcoming many newcomers to the field."—Matthew Kirschenbaum, University of Maryland "Wide-ranging, synthetic, and thought-provoking, On the Digital Humanities both captures the energy and anxiety of the ‘DH moment’ and points the way toward the as-yet untapped potential of the relationship between the digital and the humanities. Together, these essays present a complex, highly readable rethinking of the ways digital humanists work, the passions that keep them engaged, and the relationships they build—and the fights they have—in the process."—Kathleen Fitzpatrick, Director of Digital Humanities, Michigan State University

Read more less

Book SynopsisThe role of the humble school bus in transforming education in America Everyone knows the yellow school bus. It’s been invisible and also omnipresent for a century. Antero Garcia shows how the U.S. school bus, its form unaltered for decades, is the most substantial piece of educational technology to ever shape how schools operate. As it noisily moves young people across the country every day, the bus offers the opportunity for a necessary reexamination of what “counts” as educational technology. Particularly in light of these buses being idled in pandemic times, All through the Town questions what we take for granted and what we overlook in public schooling in America, pushing for liberatory approaches to education that extend beyond notions of school equity.Forerunners: Ideas First is a thought-in-process series of breakthrough digital publications. Written between fresh ideas and finished books, Forerunners draws on scholarly work initiated in notable blogs, social media, conference plenaries, journal articles, and the synergy of academic exchange. This is gray literature publishing: where intense thinking, change, and speculation take place in scholarship.

Read more less

Book SynopsisExplores how university governance is restricted by ceremony and what it must do to survive University shared governance is a microcosm of regulation and thrives particularly on ceremony to communicate its relevance. While many investigations of university governance examine representation, Opening Ceremony offers that, instead, stakeholders’ belief in institutional values can invite revision of stagnant governance practices. Governance tells us what the rules are, but they also tell us how to feel: opening up the ceremonial communication of this system invites new participants to rewrite how universities respond to felt needs. Kathryn J. Gindlesparger considers how to break the seal of ceremony to invite voices not traditionally heard in governance and, in doing so, protect the ideals of the institution and rebuild trust in higher education.

Read more less

Book Synopsis Music education in Canada is a vast enterprise that encompasses teaching and learning in thousands of public and private schools, community groups, and colleges and universities. It involves participants from infancy to the elderly in formal and informal settings. Nevertheless, as post-secondary faculties of music and programs are growing significantly, academic books and materials grounded in a Canadian perspective are scarce. This book attempts to fill that need by offering a collection of essays that look critically at various global issues in music education from a Canadian perspective. Topics range from a discussion of the roots of music education in Canada and analysis of music education practices across the country to perspectives on popular music, distance education, technology, gender, globalization, Indigenous traditions, and community music in music education. Foreword by composer R. Murray Schafer. Trade Review``Anyone committed to music education would profit greatly from this book. But clearly it is a call for change and therefore must be a topic of discussion among policy makers.'' -- John J. Picone -- Canadian Association of Music Libraries Review, 41, no. 3, November 2013``The examination of the work of school music teachers ... is incisive, thoughtful, and exciting. A foreword by R. Murray Schafer sets the tone, as he points out that many of the difficulties encountered in the school system cannot be solved by purchases and possessions, but will be swept aside by the excitement of creative activity.... Passion and commitment to sharing a love for music underlies each of the essays. The authors question attitudes about popular music, Canadian music, gender roles in bands, e-teaching of music, music in non-European establishment traditions, native transmission of musical knowledge, the place of choral groups in society, the role of class and gender stereotypes in the choice of instrumental and voice options, the need for music specialists, and the tentative nature of the support given to music programs.... The Canadian perspective comes through loud and clear in each article and is necessary to understanding the points of view presented. It also allows for the kind of attitude that will best serve young musicians. In the words of R. Murray Schafer, ââ¬ÅAllowing children to become creative does not require genius; it requires humility.'' -- E.A. Breen -- The Music Times, July-August 2012Table of ContentsTable of Contents for Critical Perspectives in Canadian Music Education, edited by Carol A. Beynon and Kari K. VeblenForeword: Questioning Traditional Teaching and Learning in Canadian Music Education R. Murray SchaferPreface and Acknowledgments Carol Beynon and Kari VeblenChapter 1: The “Roots” of Canadian Music Education: Expanding Our Understanding Betty HanleyChapter 2: Cross-Country Checkup: A Survey of Music Education in Canada’s Schools Benjamin BoldenChapter 3: Canadian Music in Education: “Sounds Like Canada” Patricia Martin ShandChapter 4: Manitoba’s Success Story: What Constitutes Successful Music Education in the Twenty-First Century? Wayne D. BowmanChapter 5: Traditional Indigenous Knowledge: An Ethnographic Study of Its Application in the Teaching and Learning of Traditional Inuit Drum Dances in Arviat, Nunavut Mary PierceyChapter 6: Looking Back at Choral Music Education in Canada: A Narrative Perspective Carol BeynonChapter 7: Re-Membering Bands in North America: Gendered Paradoxes and Potentialities Elizabeth GouldChapter 8: Community Music Making: Challenging the Stereotypes of Conventional Music Education Kari VeblenChapter 9: Still Wary after All These Years: Popular Music and the School Music Curriculum June CountrymanChapter 10: E-Teaching and Learning in Music Education: A Case Study from Newfoundland and Labrador Andrea Rose, Alex Hickey, and Andrew MercerChapter 11: Focusing on Critical Practice and Insights in the Music Teacher Education Curriculum Betty Anne YounkerChapter 12: Marching to the World Beats: Globalization in the Context of Canadian Music Education Carol Beynon, Kari Veblen, and David ElliottChapter 13: Epistemological Spinning: What Do We Really Know about Music Education in Canada? Carol Beynon, Kari Veblen, and Anne KinsellaAbout the AuthorsIndexContributors’ BiosCarol Beynon is Associate Vice Provost of the School of Graduate and Postdoctoral Studies and former Acting Dean of Education at the University of Western Ontario. She is the founding co-artistic director of the renowned and award-winning Amabile Boys and Men's Choirs. Her research focuses on teacher development, teacher identity, and gender issues in music education; she is the first author of the book Learning to Teach (Pearson, 2001). She is currently a co-investigator on two federally funded SSHRC funded projects in music education and singing. Carol was named the Woman of Excellence in Arts, Culture and Heritage 2007. Benjamin Bolden, music educator and composer, is an Assistant Professor of music education at Queen's University. His research interests include the teaching and learning of composing, community music, and Web 2.0 technologies in education. As a teacher, Ben has worked with preschool, elementary, secondary, and university students in Canada, England, and Taiwan. An associate composer of the Canadian Music Centre, Ben has seen his works performed by a variety of professional and amateur performing ensembles. He is editor of the Canadian Music Educator, official journal of the Canadian Music Educators' Association/L'Association canadienne des musiciens éducateurs. Wayne D. Bowman's work is extensively informed by pragmatism, critical theory, and conceptions of music and music education as social practices. He is particularly concerned with music's socio-political power and ethically informed understandings of musical practice. His publications include Philosophical Perspectives on Music (1998), the Oxford Handbook of Philosophy in Music Education (2012), numerous book chapters, and articles in prominent scholarly journals. The former editor of the journal Action, Criticism, and Theory [ACT] for Music Education, his university teaching experience includes positions at Brandon University (Manitoba), Mars Hill College (North Carolina), the University of Toronto, and New York University. June Countryman teaches aural skills and music education courses in the Music Department at UPEI. She holds B.Mus., B.A., and B.Ed. degrees (Mount Allison), M.Mus. (UWO), and Ed.D (OISE/UT). She has lengthy experience as an elementary music teacher, a curriculum writer and program consultant, and a high school choral teacher. Her research interests include improvisation as a tool for musical growth, children's informal musicking on school playgrounds, sharing power in teaching contexts, and teacher professional development. Dr. Countryman was awarded UPEI's Hessian Award for Teaching Excellence in 2008. David J. Elliott joined NYU in 2002 after twenty-eight years as Professor and Chair of Music Education at the University of Toronto. He has also served as a Visiting Professor of Music Education at Northwestern University, the University of North Texas, Indiana University, the University of Cape Town, and the University of Limerick. He is the author of Music Matters: A New Philosophy of Music Education (1995) and editor of Praxial Music Education: Reflections and Dialogues (2005/2009). He has published numerous journal articles and book chapters and presented more than 200 invited lectures and conference papers worldwide. Elizabeth Gould serves as Associate Professor at the University of Toronto Faculty of Music. Her research in gender and sexuality in the context of feminisms and queer theory has been published widely, including Philosophy of Music Education Review, Women and Music: A Journal of Gender and Culture, Educational Philosophy and Theory, and the Brazilian journal labrys: études féministes estudos feministas. She served as lead editor for the book Exploring Social Justice: How Music Education Might Matter (2009) and organized the conference musica ficta: A Conference on Engagements and Exclusions in Music, Education, and the Arts (2008). Betty Hanley is Professor Emeritus at the University of Victoria, BC, Canada. An outstanding contributor to arts and music education in Canada, Dr. Hanley has organized symposia and conferences, written and edited books, and conducted research in music pedagogy and arts policy. She has published articles in the Canadian Music Educator, British Journal of Music Education, Arts Education Policy Review, Canadian Journal of Education, International Journal of Community Music, Journal of Music Teacher Education, and Journal of the Canadian Association for Curriculum Studies. She is an honorary member of the Canadian Music Educators Association and has received its Jubilate Award. Alex Hickey has a broad scope of experience in K-12 education and teaches part-time in the Faculty of Education at Memorial University. He has worked as a sole-charge teacher in a one-room school, as a high school art teacher, as an art and technology education coordinator at the school district level, and as a curriculum consultant at Department of Education. He is a former Director of Program Development (English and French) for the Department of Education in Newfoundland and Labrador and is currently Coordinator of the Virtual Teacher Centre, an online professional development entity for teachers. Alex is a practising visual artist with a fascination for digital technology, media education, and peering over the horizon of invisibility. Elizabeth Anne Kinsella is Associate Professor in the Faculty of Health Sciences and the Faculty of Education at the University of Western Ontario, Canada. Her work draws on social science perspectives in the study of professional education and practice, with a particular focus on the health professions, epistemologies of practice, and reflexivity in professional life. Andrew Mercer has taught music in Newfoundland and Labrador since 1994 and has been involved with Internet-based music education since 1995. In 2004 he joined the Centre for Distance Learning and Innovations, where he pioneered the practice of teaching of high school music via the Internet. His work on Internet-based music education has been featured in Canadian Music Educator, Popular Science, The Wall Street Journal, CNN, Nippon TV, and elsewhere. He has presented his work on web-based music education at numerous conferences, including the 2008 ISME Conference, the MTNA National Conference, and the MENC. Andrew's most recent work explores the educational uses of such new technologies as Second Life and Apple's iPhone. Mary Piercey is a Ph.D candidate in Ethnomusicology at Memorial University of Newfoundland. Her research explores how the Inuit of Arviat, Nunavut, use their musical practices to negotiate social diversity within the community in response to the massive sociocultural changes caused by resettlement in the 1950s. Ms. Piercey lived and taught music at Qitiqliq High School in Arviat, Nunavut, founding and directing the Arviat Imngitingit Community Choir, a mixed-voiced group specializing in traditional and contemporary Inuit music originating from the Kivalliq region of Nunavut. Mary now lives in Iqaluit, Nunavut, where she directs the Inuksuk Drum Dancers and teaches music at Inuksuk High School. Andrea Rose is Professor of Music Education at the Faculty of Education at Memorial University of Newfoundland, Canada. Artistic Director of Festival 500 International Choral Festival and Co-Director of The Phenomenon of Singing International Symposia, Dr. Rose is active as musician, educator, lecturer, and collaborator. Her primary research interests include the development of critical pedagogy, leadership, and citizenship in music/ arts education, the nature and role of indigenous music/arts in school curricula, the development of web-based contexts for music/arts education and dialogue-based education. R. Murray Schafer is a noted Canadian composer of interdisciplinary works performed worldwide. Author, iconoclast, and founder of soundscape ecology, R. Murray Schaefer has contributed to educational thought and practice. Murray's books The Composer in the Classroom (1965), Ear Cleaning (1967), The New Soundscape (1969), The Tuning of the World (1977), A Sound Education, and The Thinking Ear: On Music Education continue to catalyze educational thinking in Canada and elsewhere. Patricia Martin Shand taught at the University of Toronto Faculty of Music from 1968 to 2011. She has published ten books and more than fifty articles on Canadian music in education, music curriculum, string pedagogy, and music performance. She has served on the boards of OMEA, CMEA, and ISME, and has chaired the ISME Music in Schools and Teacher Education Commission. She received the Jubilate Award of Merit for outstanding contribution to music education in Canada, and the Friends of Canadian Music Award for lifetime achievement in Canadian music scholarship. Kari Veblen, Assistant Dean of Research, teaches cultural perspectives in music education, elementary methods, and graduate courses at the Don Wright Faculty of Music, University of Western Ontario. Musician and educator, Veblen studies international trends in Community Music. She also pursues a twenty-five-year fascination with transmission of traditional Irish/Celtic/diasporic musics. Lectures and learning have taken her worldwide. Betty Anne Younker is Dean and Professor of Music Education of the Don Wright Faculty, University of Western Ontario. Previously, Betty Anne was Associate Dean for Academic Affairs and Associate Professor of Music Education at the University of Michigan. Her research interests include critical and creative thinking within the disciplines of music philosophy and psychology. Publications include articles in national/international journals and chapters in several books. Dr. Younker was teacher in band, choral, and general music settings in the public school system. Presently she serves on several editorial boards and committees for a variety of professional organizations.

Read more less

Book SynopsisTransformative Dimensions of Adult Learning describes the dynamics of how adults learn--and how their perceptions are transformed by learning--as a framework for formulating educational theory and practice. It presents an in-depth analysis of the ways in which adults learn, how they make meaning of the learning experience, and how their lives can be transformed by it.Table of Contents1. Making Meaning: The Dynamics of Learning. 2. Meaning Perspectives: How We Understand Experience. 3. Intentional Learning: A Process of Problem Solving. 4. Making Meaning Through Reflection. 5. Distorted Assumptions: Uncovering Errors in Learning. 6. Perspective Transformation: How Learning Leads to Change. 7. Fostering Transformative Adult Learning.

Read more less

Book Synopsis"One of the best theoretical and applied analyses of universityacademic organization and leadership in print. This book issignificant because it is not only thoughtfully developed and basedon careful reading of the extensive literature on leadership andgovernance, but it is also deliberately intended to enable theauthor to bridge the gap between theories of organization, on onehand, and practical application, on the other." --Journal of Higher EducationTrade Review"One of the best theoretical and applied analyses of university academic organization and leadership in print. This book is significant because it is not only thoughtfully developed and based on careful reading of the extensive literature on leadership and governance, but it is also deliberately intAnded to enable the author to bridge the gap between theories of organization, on one hand, and practical application, on the other."Table of ContentsUnderstanding Colleges and Universities as Organizations. Models of Organizational Functioning. Integrating the Models.

Read more less

Book Synopsis"Addressing parents and teachers, this straightforward explorationof motivation for learning as a lifelong trait is a significantcontribution to the understanding of a complex process."--Publishers Weekly "A succinct and thought-provoking book for parents, teachers,and educators." --Library JournalTable of ContentsPart One: How Children Become Motivated to Learn. 1. Motivation: The Key to Learning. 2. Family, School, Culture: Powerful Influences. 3. Eagerness to Learn: Cultivating the Desire. 4. Grades, Homework, and Television: Thorny Concerns. Part Two: How to Support a Child's Learning and SolveMotivational Problems. 5. Building a Positive Parent-Teacher Relationship. 6. Fostering Success in Learning. 7. Reducing Anxiety Over Tests and Grades. 8. Overcoming Boredom and Indifference. 9. Encouraging Effort and Perseverance. Epilogue: Creating Friendship Between a Child and Learning.

Read more less

Book Synopsis"A humane blueprint for school reform that--instead of startingwith a 'deficiency' model of what teachers can't do and giving them'inservice' workshops ad infinitum--would build on the educationalstaff's existing strengths." --The New York Times BookReview Barth hows how communication, collegiality, and risk-takingamong adults can create an atmosphere of learning and leadershipfor all.Trade Review"A humane blueprint for school reform that--instead of starting with a 'deficiency' model of what teachers can't do and giving them 'inservice' workshops ad infinitum--would build on the educational staff's existing strengths." (The New York Times Book Review)Table of ContentsForeword. 1. A Crisis of Confidence. 2. Adversaries Within the Schoolhouse. 3. Becoming Colleagues. 4. Building a Community of Learners. 5. Teachers as Learners. 6. Principals as Learners. 7. Learning to Lead. 8. Practice into Prose. 9. Between School and University. 10. Becoming a Community of Leaders. 11. Visions of Good Schools. 12. A Personal Vision.

Read more less

Book SynopsisLeading experts on teaching and policy research provide concrete illustrations of what teaching for understanding entails.Table of Contents1. Introduction: New Visions of Teaching(Milbrey W. McLaughlin,Joan E. Talbert) Part One: Views from the Classroom 2. Collaboration as a Context for Joining Teacher Learning withLearning about Teaching(Deborah L. Ball, Sylvia S. Rundquist) 3. Learning to Hear Voices: Inventing a New Pedagogy of TeacherEducation(Ruth M. Heaton, Magdalene Lampert) 4. Deeply Rooted Change: A Tale of Learning to TeachAdventurously(Suzanne M. Wilson with Carol Miller and CarolYerkes) 5. Creating Classroom Practice Within the Contexts of aRestructured Professional Development School(Sarah J. McCarthey,Penelope L. Peterson) Part Two: Enabling Teaching for Understanding 6. Understanding Teaching in Context(Joan E. Talbert, Milbrey W.McLaughlin) 7. Pedagogy and Policy(David K. Cohen, Carol A. Barnes) 8. Conclusion: A New Pedagogy for Policy?(David K. Cohen, Carol A.Barnes)

Read more less

Book SynopsisThis in-depth examination of how to educate professionals for the future identifies the social and political forces that will affect the roles of professionals and change the definitions of professional skill. It shows how educating professionals for the twenty-first century will ultimately require stronger bonds between educational systems and our systems of practice--including more accurate measures of competence and a more integrated system of continuing professional education.Table of ContentsPart One: TrAnds and Forces Reshaping Professional Practice. Part Two: Meeting New Requirements Through ProfessionalEducation. Part Three: Professional Education and Practice in LifelongPartnership.

Read more less

Book SynopsisGives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. --Stephen Brookfield, distinguished professor of education, University of St. Thomas, St. Paul, MinnesotaTrade Review"Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers." (Stephen Brookfield, distinguished professor of education, University of St. Thomas, St. Paul, Minnesota)Table of ContentsUNDERSTANDING ACTIVE LEARNING. 1. The Case for Active Learning. 2. What Active-Learning Is and How It Works. 3. Creating an Active Learning Environment. STRATEGIES AND TECHNIQUES. 4. Informal Small Groups. 5. Cooperative Student Projects. 6. Simulations. 7. Case Studies. RESOURCES THAT ENCOURAGE ACTIVE LEARNING. 8. Integrating Reading Materials and Guest Speakers. 9. Using Technology Effectively. 10. Developing and Assessing Instructional Expertise.

Read more less

Book SynopsisSarason challenges educators to understand that to continue tostruggle for 'power over' rather than 'power with' overlooks themutual interest of all parties that will stifle any real progressin education reform. In a classroom utilizing effective teachingpractices students would respond to the question, 'How do you ratethis book?' with all thumbs up. ?ChoiceTrade Review"Sarason challenges educators to understand that to continue to struggle for 'power over' rather than `power with' overlooks the mutual interest of all parties that will stifle any real progress in education reform. In a classroom utilizing effective teaching practices students would respond to the question, `How do you rate this book?' with all thumbs up."Table of Contents1. Confronting Intractability. 2. Conceptualizing the Education System. 3. Internal and External Perspectives on the System. 4. Altering Power Relationships. 5. Case in Point: Power Relationships in the Classroom. 6. Obstacles to Change. 7. Reform Efforts: Implementation, Imitation, andReplication. 8. For Whom Do Schools Exist? 9. An Overarching Goal for Students.

Read more less

Book SynopsisThe chapters in this volume illustrate the ways in which U.S. sociologists of education continue to plumb the depths of fundamental questions about how schools are organized and consequences of school organization for students and teachers. These studies present new ideas and/or findings in an engaging way, and they attempt to enlarge the audience for sociological research on education. Perhaps even more importantly, however, they generate a host of questions that warrant sustained inquiry by our community. If these authors lead us to think in new ways or to ask new questions, their efforts will have been well-rewarded.Table of ContentsWhen the state innovates - interests and institutions create the preschool sector, Bruce Fuller and Susan D. Holloway; the university and political authority - historical trends and contemporary possibilities, Phyllis Riddle; world polity and gender parity - women's share of higher education, 1965-1985, Karen Bradley and Francisco O. Ramirez; carving a niche in the high school social structure - formal and informal constraints on participation in the extra curriculum, Pamela Anne Quiroz et al; race, gender and inequity in track assignments, Warren N. Kubitschek and Maureen T. Hallinan; evaluation processes and student disengagement from high school, Gary Natriello; academic press and sense of community - conflict and congruence in American high schools, Roger C. Shouse; the evolution of research on educational attainment and social status in Japan, Gerald LeTendre; exploring the persistence of academic achievement gaps - social differentials in family resource returns in Israel, Yechezkel Dar and Nura Resh; racial and ethnic variations in academic performance, Grace Kao et al; adolescent expectations and adult outcomes - insights from the study of migration, Margaret Mooney Marini.

Read more less

Book SynopsisCornel West has called Myles Horton “an indescribably courageous and visionary white brother from Tennessee.” Horton (1905-1990) cofounded the Highlander Folk School (now known as the Highlander Research and Education Center), an institution controversial from its beginnings. During the early labor movement, the Highlander School sponsored programs for both union organizers and rank-and-file members; the staff of Highlander saw education as a way to approach and work through problems. Issues of race were always important to the school, which became a beacon for the civil rights movement; its summer institutes included such influential participants as Rosa parks, Martin Luther King Jr., and Andrew young. His commitment to education as an agent of social change allowed Horton to see himself as both a teacher and a student, as one who could learn from others as well as help others learn. The Myles Horton Reader presents essays, speeches, and interviews, giving the reader a grounding in the pathbreaking work of an extraordinary man.The editor: Dale Jacobs is assistant professor of English and director of composition at the University of Windsor in Ontario, Canada. His work has appeared in Composition Studies, Journal of the Assembly for Expanded Perspectives on Learning, National Writing Project Quarterly, and other publications.

Read more less