Browse results

You are looking at 1 - 3 of 3 items for :

  • Teacher Education x
  • Social Justice x
  • Status (Books): Out Of Print x
Clear All Modify Search

Examining Praxis

Assessment and Knowledge Construction in Teacher Education

Series:

Edited by Matts Mattsson, Inge Johansson and Birgitta Sandström

Nurturing Praxis

Action Research in Partnerships between School and University in a Nordic Light

Series:

Edited by Karin Rönnerman, Eli Moksnes Furu and Petri Salo

Nurturing Praxis offers a distinctive view of collaborative and action research in educational settings in four Nordic countries; Sweden, Norway, Finland and Iceland. Educational action research in Nordic countries is interpreted as being informed by the traditions of Bildung and (folk) enlightenment and thereby emphasizing the importance of collaboration, discussion and dialogue in knowledge creation. It explores the professional development of teachers, especially through school-university partnerships in which university researchers collaborate with teachers in a variety of educational settings in order to bring about change in and better understanding of practice. It presents case studies of professional development in the context educational reform and change, originating from both inside and outside schools, and tackled with or enhanced by collaborative and action research. By analysing the cases in the light of the Nordic traditions of Bildung and (folk) enlightenment, the authors have been able to identify a number of key features of professional development enhanced by collaborative and action research. These features are drawn together in the last chapter, in a comprehensive framework for Nurturing Praxis.

Power, Pedagogy and Praxis

Social Justice in the Globalized Classroom

Series:

Edited by Shannon A. Moore and Richard C. Mitchell

The aim of the text is to respond to gaps in an emergent discourse running along minority/majority world fault lines through various perspectives linking globalization, education and human rights. The editors’standpoint allows the consideration of equity in education as the foremost expression of social justice in this era of economic and technological globalization regardless of political or cultural contexts. This project continues the tradition of critical social pedagogy in creating common ground that accesses new approaches to political and classroom-based relations of power and praxis.