Download or read book The French Educator C lestin Freinet 1896 1966 written by Victor Acker and published by Lexington Books. This book was released on 2007 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book demonstrates how Celestin Freinet influenced education. He was a pioneer in incorporating technology into the classroom.
Download or read book C lestin Freinet written by Victor Acker and published by Greenwood. This book was released on 2000 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first and only book ever written in English in the world about the French educator Celestin Freinet (1896-1966).
Download or read book Education s Ecosystems written by Bertram C. Bruce and published by Rowman & Littlefield. This book was released on 2020-04-12 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education’s Ecosystems offers a new perspective on learning that is integrated and connected to lived experience. It presents a model for salient characteristics of both biological and pedagogical ecosystems, involving diversity, interaction, emergence, construction, interpretation. Examples from around the world show how learning can be made more whole and relevant. The book should be valuable to educators, parents, policy makers, and anyone interested in democratic education.
Download or read book Teacher Education and Human Rights written by Audrey Osler and published by Routledge. This book was released on 2017-11-01 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young people’s awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum. The book will benefit teacher trainers, teachers and education policy makers concerned with race, gender and special needs: undergraduate and postgraduate student teachers and educational researchers.
Download or read book Children s Rights Education in Diverse Classrooms written by Lee Jerome and published by Bloomsbury Publishing. This book was released on 2021-04-08 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the 'system'. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children's rights and focused on quality learning.
Download or read book Games and Education Designs in and for Learning written by and published by BRILL. This book was released on 2018-11-26 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: We live in a time of educational transformations towards more 21st century pedagogies and learning. Games and Education explores new designs in and for learning and offer inspiration to teachers, technologist and researchers interested in changing educational practices.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Deleuze and Guattari Politics and Education written by Matthew Carlin and published by Bloomsbury Publishing USA. This book was released on 2014-05-22 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: Deleuze & Guattari, Politics and Education mobilizes Deleuzian-Guattarian philosophy as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to Western thought. Operationalizing Deleuze and Guattari's challenge to contemporary philosophy, this book presents their view as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to the current state of Western formal education. This book offers an experimental approach to theorizing, creating an entirely new way for educational theorists to approach their work as the task of revolutionizing life itself. Examining new conceptual resources for grappling with and mapping a sustainable political alternative to the cliche's that saturate contemporary educational theory, this collection of essays works toward extracting a genuine image of education and learning that exists in sharp contrast to both the neo-liberal educational project and the critical pedagogical tradition.
Download or read book Cartographies of Becoming in Education written by Diana Masny and published by Springer Science & Business Media. This book was released on 2013-04-20 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cartographies of becoming in education: A Deleuze-Guattari Perspective proposes a non-hierarchical approach that maps teaching and learning with the power of affect and what a body can do/become in different educational contexts. Teaching and learning is an encounter with the unknown and happen as specific responses to particular problems encountered with/in life. In this edited volume, international scholars map out potential ruptures in teaching and learning in order to conceptualize education differently. One way is through the multidisciplinary lens of MLT (Multiple Literacies Theory) in which reading is intensive and immanent. The authors deploy different aspects of MLT while creating and experimenting with ethology, teaching, learning, curriculum, teacher education and technology in relation to visual arts, music, mathematics, theatre, workplace literacy, second language education, and architecture. With the forces of globalization, digital media and economic re-structuring reconfiguring the social, political and economic landscape, societies require innovative ways of thinking about education. Cartographies of becoming in education: A Deleuze-Guattari Perspective is a response to problems posed by such forces. The problematic surrounding Deleuze-Guattari and education continues to grow. Diana Masny’s scholarship in this area is well known and appreciated through her many essays and books that develop MLT (Multiple Literacies Theory). Cartographies of Becoming in Education: A Deleuze-Guattari Perspective continues her effort to broaden the notion of education and show its intersections with MLT. The series of essays do this by forming a number of ‘entries,’ five to be precise: politicizing education, affect and education, literacies and becoming, teacher-becomings, and deterritorializing boundaries. Each ‘entry’ explores the way an MLT inflected orientation enables us to further grasp the creative inventiveness of the Deleuze-Guattarian tool kit that can be applied to areas of music education, ethnography, art, drama, literacy, mathematics, landscape ecology, ethology and teacher education. It is a vivid illustration of the cartography that maps the rhizomatic movements that are taking place by international scholars who are deterritorializing education as a discipline of modernity. I highly recommend this collection of essays to those of us who are continually asking how might education be rethought through the unthought. It opens up new territories. – Jan Jagodzinski, University of Alberta, Author of Psychoanalyzing Cinema.
Download or read book Register of Educational Research in the United Kingdom written by National Foundation For Educational Research and published by Routledge. This book was released on 2005-11-30 with total page 1640 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Innovating to Learn Learning to Innovate written by OECD and published by OECD Publishing. This book was released on 2008-11-03 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book summarises and discusses key findings from the learning sciences, shedding light on the cognitive and social processes that can be used to redesign classrooms to make them highly effective learning environments.
Download or read book Schizoanalysis and Ecosophy written by Constantin V. Boundas and published by Bloomsbury Publishing. This book was released on 2017-12-14 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents the concepts of schizoanalysis and ecosophy as Felix Guattari and Gilles Deleuze understood them, in interviews and analyses by their contemporaries and followers. This accessible yet authoritative introduction is written by distinguished specialists, combining testimonies from some of Guattari's colleagues at the La Borde psychiatric clinic where he practiced, with expository essays on his main ideas, schizoanalysis and ecosophy, as well as his relations with Lacan. The last section of the book deals with the subsequent creative application of those ideas by his philosophical and psychoanalytic followers situated within the contemporary moment. This collection also provides the crucial historical context of France at the time Guattari was developing his concepts, including the role of the Maoists and the significance of the political situation in Algeria.
Download or read book Building A People s Curriculum written by David Clanfield and published by James Lorimer & Company. This book was released on 1989-01-01 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume introduces a Quebec teachers' collective, La maîtresse d'école, recounting their history and presenting a sampler of their pedagogical writings. This book highlights the collective's seemless movement back and forth between theory and practice. It combines a lucid socialist critique of the education system in Quebec with the most concrete illustrations imaginable of an alternative practice for the everyday teacher. At the same time, it offers an education policy designed to accelerate progress towards a democratic socialist alternative founded on such practice. Building a People's Curriculum offers a refreshing introduction to alternative pedagogical practice and curriculum objectives. An Our Schools/Our Selves book.
Download or read book Schools for the Future written by Rotraut Walden and published by Springer. This book was released on 2015-04-02 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on the perspectives of architectural psychology, set against the historical development of school building in the United States, Japan and Germany, the authors’ vision is to create places where we would want to relive our own school days. The book takes the position that user design, control of stress factors and control of communication (privacy, retreats) should be allowed to modify the original architectural design to flexibly accommodate future changing requirements. The development and application of criteria for assessing functional, aesthetic, social-physical, ecological, organizational and economical aspects to various parts of the school complex call for a common language for the design process. The appendix presents 24 innovative schools from countries in five continents.
Download or read book SCHOLIOLOGY written by Józef Kuźma and published by Oficyna Wydawnicza Impuls. This book was released on 2018-11-05 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The monograph’s most important assets are that it consistently treats scholiology as the study of school; it bases the study of school on culture and national traditions as well as contemporary world trends important for its development; it emphasises the educational value of scholiology; it treats its participants democratically as active agents and partners; and it does not follow blindly the fashionable movements in education and disciplines devoted to it. It is also a timely and socially, cognitively and methodologically important, utilitarian work, characterised by an innovative approach, scientific objectivism and credibility, competent use of the conducted analyses, transparent recommendations and showing the means, limitations, and determinants of applying the proposed solutions efficiently. The monograph has all the qualities of a good book. The Author has included important trends in the world and Polish study of school and its present-day developments. He has expertly shown the essence and origin of the basic concepts of scholiology and their functions in keeping with the understanding according to contemporary disciplines concerned with education. He has aptly, yet briefly, defined the process of scientific cognition in the study of school on the basis of disciplines concerned with education, both humanistic and social ones. The Author’s concern about the organic growth of scholiology and his readiness to help other educators is clearly conspicuous on the pages of the book. The Study of School is a noteworthy monograph full of concrete facts, and although some of its parts are not easy at all, it is never monotonous or tiring to read. It is not narrow-minded, but full of diversity and open. It is a book which cannot be overlooked in the education, improvement and in-service training of teachers. prof. zw. dr hab. Kazimierz Denek Foreword The school system has been under constant criticism from theorists of education for over thirty years. Some of the Polish scholars who have conducted critical reviews of school and the education system are Bogdan Suchodolski (1959), Jan Szczepański (2000), Wincenty Okoń (1999b), Czesław Kupisiewicz (1985a, passim), Czesław Banach (1997), Zbigniew Kwieciński (1990, 2000), Alicja Kargulowa (1991, passim), Józef Kozielecki (1995, passim), Aleksander Nalaskowski (1995, passim), Bogusław Śliwerski (1998), and more recently Tadeusz Pilch (1999, passim), Kazimierz Denek (2000, passim) and Maria Dudzikowa (2001, passim). Out of the listed Polish theorists of education, Kupisiewicz, Denek, Pilch, Janowski (2002), Kwiatkowska (2005) and Śliwerski (2006) in particular carried out not only an in-depth critical analysis of how contemporary school functions, but also attempted to identify optimal, in their opinion, ways and means of overcoming the crisis. Contemporary school has also been criticised, both objectively and subjectively, by foreign theorists of school education, such as Ivan Illich, Philip H. Coombs, Hubertus von Schoenebeck, Merlyn J. Behr, Erich E. Geissler, Hartmut von Hentig, Torsten Husén, Eliška Walterová, David Greger and others. As Behr stated (1982, cited by: Kupisiewicz, 1985b, p. 27), if we wanted to take this dissatisfaction seriously, schools would have to close down. Criticism of school – main trends: 1. Traditional school, isolated from reality and contemporary life, does not keep up with the requirements of the times in the post-industrial or postmodern era, especially in the times of globalisation, with regard to science, the development of technology and information technology, social progress, environmental studies, culture and morality. 2. Contemporary school as a dedicated educational institution has taken on too many functions and tasks connected with general and vocational education, upbringing and socialisation, cultural education, and recently even integrated teaching and providing diagnosis and therapy to children with social adjustment problems, as well as developing creativity, even though it lacks the proper conditions and suitably qualified and motivated staff to perform all these functions. John Dewey wrote in The School and Society, first published in 1899: Upon the ethical side, the tragic weakness of the present school is that it endeavors to prepare future members of the social order in a medium in which the conditions of the social spirit are eminently wanting (Dewey, 1907). Dewey went on to state in the same work: The obvious fact is that our social life has undergone a thorough and radical change. If our education is to have any meaning for life, it must pass through an equally complete transformation. This transformation is not something to appear suddenly, to be executed in a day by conscious purpose (Dewey, 1907, p. 26). Without generalising, we can find many analogies with the present times. The school at that time was facing similar challenges as it is facing now. Aleksander Nalaskowski (1995, p. 79) wrote in Niepokój o szkołę (Concern About School): This means that schools should frantically search for a solution to the dilemma: how to educate quickly and sensibly, without teaching superficiality and shallowness of thinking […]. He continued: In schools, we encounter literally everything that can be encountered in the contemporary world. It is a peculiar agora of history and contemporary times. In order to successfully complete the tasks charged to schools of various grades and levels it is no longer sufficient to supplement and change curricula, to improve teaching methods, to prolong the period of education, to buy ever newer computers and audio-visual equipment, or to improve school architecture and interior design. There is an increasingly large discrepancy between schooling and education which is necessary in adult life. This is true of general as well as vocational education. hich is mediocre because it is poor, can only be a school of new quality, one open to change, promoting children’s development, but considerably more expensive. It should be an institution which will offer better conditions, which will set higher requirements, but at the same time will be friendly to children. Among contemporary Polish theoreticians of pedagogy Stanisław Palka consistently holds the position that research on the borderline of pedagogy and other disciplines can give a strong impulse to the growth of pedagogy and can be inspiring for auxiliary sciences as well (a collective work edited by Stanisław Palka, Pogranicza pedagogiki i nauk pomocniczych (Borderline of Pedagogy and Auxiliary Sciences) (UJ, Kraków 2004). As for school – as a social institution serving a specific purpose – the following sciences and disciplines play an important role: philosophy, history, ethics and aesthetics, sociology, psychology, theoretical and practical pedagogy, didactics, social pedagogy and resocialisation, the media and the Internet, management and economics of education, law, architecture and school ergonomics, along with many other disciplines (such as inventics – the science of invention). The influence of tradition and culture, as well as moral philosophy, i.e. ethics, on school life is also obvious. At present, culture and its various forms are becoming increasingly important. School culture is a complex phenomenon. It is based on three dimensions: mass, collective (group) and individual, and on three levels: transcendental (metaphysical values); rational (norms, customs, social standards) and subrational (the teacher’s personal preferences and feelings). The role of culture, ethics or aesthetics is already sufficiently understood and popularised in numerous scholarly theses, monographs and essays. Therefore, I have not devoted a separate chapter to these problems in my monograph on the study of school, even though they are of fundamental importance in the broadly defined study of education. Due to scholiology’s connections to almost all areas of life and their entanglement in many contexts, a solid analysis of the functioning of the contemporary school system requires subscribing to the model of open pedagogy, which Zbyszko Melosik calls pedagogy without borders (Melosik, 2001, p. 31). It is in opposition to confined pedagogy, whose proponents set borders of what belongs to the field of pedagogy and what does not. Open pedagogy, due to its interdisciplinary nature, encourages us to pursue – if such are our research interests and needs – issues which belong to philosophy, psychology, sociology and cultural studies. Every researcher of the problem of contemporary education repeatedly listens to this encouragement, since it is a problem requiring a broad, interdisciplinary approach (Melosik, 2001, passim). This is even truer for scholiology. In the study of school – due to its institutional and systematic character – we are dealing with a different way of searching for those connections and a somewhat different role of these areas of knowledge for school and the education system. This allows for a new vision of school to be created and offers an opportunity to cast a new look at school’s present and future functions. New areas and common research fields and topics come into view. In a longer term, this may lead to a new thinking about school and to increasing the effectiveness of its work, which would take into account the effect produced by the integrated approach (possible synergic effect). This goal is very distant and perhaps too ambitious. During the final stages of preparing the English version of Scholiology for publication, in June 2018, the European Parliament passed a resolution on modernisation of education in the EU. The draft of the resolution, prepared by MEP Krystyna Łybacka, presents a comprehensive approach to the problem of education, looking at the process of schooling from pre-primary to higher education, including mechanisms of lifelong learning and creating optimum conditions for individualised teaching. The part devoted to teachers is an important element of the resolution. The document emphasises the need to improve the status of teachers, their working conditions and career prospects and pay. As the rapporteur correctly notes, The traditional place of learning, i.e. the school, is now complemented by the many other sources of information available. Modern technologies have liberated education, created opportunities for multidimensional educational activities, and established an EDUCATIONAL SPACE. A major challenge is to ensure that schools are the most interesting place in this space. […] Europe’s demographic and social challenges, the requirements of the labour market, new technologies, personal preferences and educational needs are determining the directions of changes in education. It is important that education systems take these factors into account in order not only to offer high-quality knowledge, but also to ensure appropriate competences, including the key competence of the 21st century: the ability to successfully learn throughout one’s life (Draft report on modernisation of education in the EU, 2018). The resolution seems to contain key recommendations for modern education, which are discussed in-depth in the Study of School, or Scholiology, to which I have devoted many years of my research work.
Download or read book Japan s Living Politics written by Tessa Morris-Suzuki and published by Cambridge University Press. This book was released on 2020-05-07 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first two decades of the twenty-first century have witnessed a rise of populism and decline of public confidence in many of the formal institutions of democracy. This crisis of democracy has stimulated searches for alternative ways of understanding and enacting politics. Against this background, Tessa Morris-Suzuki explores the long history of informal everyday political action in the Japanese context. Despite its seemingly inflexible and monolithic formal political system, Japan has been the site of many fascinating small-scale experiments in 'informal life politics': grassroots do-it-yourself actions which seek not to lobby governments for change, but to change reality directly, from the bottom up. She explores this neglected history by examining an interlinked series of informal life politics experiments extending from the 1910s to the present day.
Download or read book The Changing Face of Colonial Education in Africa written by Peter Kallaway and published by African Sun Media. This book was released on 2021-07-29 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Changing Face of Colonial Education in Africa offers a detailed and nuanced perspective of colonial history, based on 15 years of research that throws fresh light on the complexities of African history and the colonial world of the first half of the twentieth century. It provides an analytical background to the history of education in the colonial context by balancing contributions by missionary agencies, colonial government, humanitarian agencies, scientific experts and African agents. It offers a foundation for the analysis of modern educational policy for the postcolonial state. It attempts to move beyond clichés about colonial education to an understanding of the complexities of how educational policy was developed in different places at different times while giving credence to arguments that see schooling as a form of social control in the colonial environment. It is essential reading for academics, researchers and policymakers looking to better understand colonial education and contextualize modern developments related to the decolonizing African education. It is intended to provide an essential background for policy-makers by demonstrating the significance of a historical perspective for an understanding of contemporary educational challenges in Africa and elsewhere.
