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丛编:

编者 Norvella P. Carter and Michael Vavrus

In Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education, the editors bring together scholarship that employs an intersectionality approach to conditions that affect public school children, teachers, and teacher educators. Chapter authors use intersectionality to examine group identities not only for their differences and experiences of oppression, but also for differences within groups that contribute to conflicts among groups. This collection moves beyond single-dimension conceptions that undermines legal thinking, disciplinary knowledge, and social justice. Intersectionality in this collection helps complicate static notions of race, ethnicity, class, and gender in education. Hence, this book stands as an addition to research on educational equity in relation to institutional systems of power and privilege.

Bryant Griffith

The craft of teaching and learning is like playing in a symphony orchestra; every instrument has a voice and every voice is integral to the whole. The arts, history, anthropology, and philosophy and their forged discourses offer us a series of cautionary tales about the multiplicity of ways we can see and understand our world, ways we often ignore in the classroom. In the case of epistemology, and pedagogy in particular, we have hinged our understanding on a binary of opposites engaged in a dialectic dance and a type of discourse constructed to describe and explain it. The art and act of teaching in this as-if world necessitates teachers to be public intellectuals; intellectual symbols who represent something more than just subject-knowledge expertise but serve as conduits between the discourses of our world.
Established genres and discourses are exclusionary. The vast migration of people and ideas is producing a new set of presuppositions. The manner in which we decode other discourses and fuse them into meanings, both personal and shared, is the root of both teaching and learning, giving us a window into the way that each form of thought is connected, both historically and experientially. Look around you, your school is becoming the United Nations, but it’s not so united. Don’t aim for truth, aim for understanding. Today’s students construct and deconstruct in a multitude of ways on an as-needed, just-in-time basis. Since ideas of difference are often nudged but unacknowledged, we are in danger of becoming pedagogical dinosaurs, not heeding change until it is too late.
Teaching and learning are construction zones, so get out your hard hat. These constructions are possibilities that need to be discussed and negotiated, allowing us to sidestep the traps of grand narratives and a hierarchy of discplinarity and research methodology. Our possibilities need to be forged on an anvil of diversity. These are the spaces, the interstices, where our voices become innovative and our silence offers a safe harbor. Spaces to listen, collaborate, and craft cautionary tales about our lives and the possibilities for a shared future.

Enaction

Toward a Zen Mind in Learning and Teaching

丛编:

Domenico Masciotra, Wolff-Michael Roth and Denise Morel

This book is addressed to all those in the field of education or related fields, including teachers, teacher-trainers, consultants, and researchers, who are interested in exploring the question, “What does it mean to know, to learn and to teach?” Contrary to popular conceptions, an enactive perspective assumes that knowing and learning are not disembodied operations that take place solely in a person’s head. Rather, they are a function of the whole person who is firmly situated in the world and who acts in the world to transform it, just as she is transformed by it. The dynamic and transformational nature of knowing and learning are reflected in the relationship between the person and her world, a relationship that evolves through acting in and with the world rather than abstracting oneself from it. Knowing develops as a function of the person’s availability, that is, her full involvement and presence in the here- and-now. The aim of education is thus to foster the development of this relationship in a never-ending quest for deep interiority with the world.
Drawing on their experiences as teachers, curriculum developers, students, Zen practitioners, karateka, bicyclists, hobby mathematicians, and gardeners, the authors provide many concrete examples of what it means to think about knowing and learning in terms of enaction and how teachers and curriculum developers who take enactivism seriously might go about designing and implementing lessons.

丛编:

Patrick J. Lewis

If story is the basic principle of mind—then what are we doing in elementary schools? In this provocative exploration of narrative, the author writes from the idea that story is integral to the generation of meaning in human experience. Indeed, story plays a significant role in the formation of identity and the development of greater empathic understanding.
The text begins with a discussion of the epistemological and ontological nature of narrative in human understanding and then travels across the narrative landscape of the school setting. Through an examination of the impact of standards and accountability emphasis on curriculum, the author suggests current practice may be undermining student learning and engagement. Further, the author places oracy in temporary opposition to literacy, challenging us to rethink our assumptions about the role of literacy (ies) learning. Without negating the importance of literacy, attention is drawn to what is lost in chasing the assumed inherent good-ness of a text-based literacy and how this might hinder the growth of our children.
The value of narrative in developing teaching practice and promoting significant learning is brought to the foreground of the discussion, which naturally journeys into an exploration of curriculum raising serious questions about developmental approaches to curriculum construction. How we think but not in school will appeal to elementary teachers, early literacy teachers, teacher educators and those interested in narrative.

编者 Ángel Gutiérrez and Paulo Boero

"This volume is a compilation of the research produced by the International Group for the Psychology of Mathematics Education (PME) since its creation, 30 years ago. It has been written to become an essential reference for Mathematics Education research in the coming years.
The chapters offer summaries and synthesis of the research produced by the PME Group, presented to let the readers grasp the evolution of paradigms, questions, methodologies and most relevant research results during the last 30 years. They also include extensive lists of references. Beyond this, the chapters raise the main current research questions and suggest directions for future research.
The handbook is divided into five sections devoted to the main research domains of interest to the PME Group. The first three sections summarize cognitively oriented research on learning and teaching specific content areas, transversal areas, and based on technology rich environments. The fourth section is devoted to the research on social, affective, cultural and cognitive aspects of Mathematics Education. Finally, the fifth section includes two chapters summarizing the PME research on teacher training and professional life of mathematics teachers.
The volume is the result of the effort of 30 authors and 26 reviewers. Most of them are recognized leading PME researchers with great expertise on the topic of their chapter. This handbook shall be of interest to both experienced researchers and doctoral students needing detailed synthesis of the advances and future directions of research in Mathematics Education, and also to mathematics teacher trainers who need to have a comprehensive reference as background for their courses on Mathematics Education.

丛编:

编者 Marc J. de Vries and Ilja Mottier

This first volume in the International Technology Education Series offers a unique, worldwide collection of national surveys into the developments of Technology Education in the past two decades. For twenty-two countries from five continents the major changes of this school subject are described by experts that have been involved in these changes for many years themselves. The studies deal with national curricula, teacher education programs, educational research into effects of Technology Education, and practical issue at classroom level. After the 15th International Pupils’ Attitude Towards Technology conference which was held in Haarlem in April 2005, a distinguished group of scholars from the area of Technology Education decided that after 20 years it was time to give account of the state of the art in this area. This book should be of interest to students, teachers, researchers and policy-makers who are involved in technology education.