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A Contemporary Understanding on Human Nature for Holistic Education
Author:
Explore Education for the Embodied Human by Akhil K. Singh, where he addresses pivotal questions about human nature and education. This book examines how assumptions about human nature influence educational concepts, formulates a comprehensive, evidence-based theory of human nature, and delves into embodied cognition, backed by the latest empirical findings in cognitive science. Are you ready to challenge and transform conventional teaching through an innovative "inside-out and outside-in" approach? This essential read is perfect for educators and policymakers eager to adopt a holistic, evidence-based approach to learning. Dive into a transformative journey that reshapes education through an embodied lens.
A Contemporary Understanding on Human Nature for Holistic Education
Author:
Explore Education for the Embodied Human by Akhil K. Singh, where he addresses pivotal questions about human nature and education. This book examines how assumptions about human nature influence educational concepts, formulates a comprehensive, evidence-based theory of human nature, and delves into embodied cognition, backed by the latest empirical findings in cognitive science. Are you ready to challenge and transform conventional teaching through an innovative "inside-out and outside-in" approach? This essential read is perfect for educators and policymakers eager to adopt a holistic, evidence-based approach to learning. Dive into a transformative journey that reshapes education through an embodied lens.
Perspectives from Sub-Saharan African Higher Education Sectors
Volume Editors:
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Neoliberal theory on higher education highlights the challenges faced by academics in the "new times" of academia. Quality-improvement programs and academic accountability mechanisms have been advocated, but the profession's precariousness and stress make early career researchers especially vulnerable. The highly competitive funding environment and increased non-research duties put academics' time and dedication at risk. Early career academics can enhance Sub-Saharan African educational research by contributing effectively to contextually relevant research, collaborating with regional colleagues, and pursuing international collaboration and financing. However, more research is needed to understand the experiences of the new generation of academics and their responses to new performativity criteria.
Contributors are: Ikechi Agbugba, Wiets Botes, Darrell de Klerk, Alan Felix, Claire Gaillard, Dean Langeveldt, Bheki Mngomezulu, Thembeka Myende, Amasa Ndofirepi, Ntombikayise Nkosi, Felix Okoye, June Palmer, Doniwen Pietersen, Percy Sepeng, Kevin Teise, Victor Teise and Yusef Waghid.
Contributors are: Ikechi Agbugba, Wiets Botes, Darrell de Klerk, Alan Felix, Claire Gaillard, Dean Langeveldt, Bheki Mngomezulu, Thembeka Myende, Amasa Ndofirepi, Ntombikayise Nkosi, Felix Okoye, June Palmer, Doniwen Pietersen, Percy Sepeng, Kevin Teise, Victor Teise and Yusef Waghid.
Perspectives from Sub-Saharan African Higher Education Sectors
Volume Editors:
, , , , , and
Neoliberal theory on higher education highlights the challenges faced by academics in the "new times" of academia. Quality-improvement programs and academic accountability mechanisms have been advocated, but the profession's precariousness and stress make early career researchers especially vulnerable. The highly competitive funding environment and increased non-research duties put academics' time and dedication at risk. Early career academics can enhance Sub-Saharan African educational research by contributing effectively to contextually relevant research, collaborating with regional colleagues, and pursuing international collaboration and financing. However, more research is needed to understand the experiences of the new generation of academics and their responses to new performativity criteria.
Contributors are: Ikechi Agbugba, Wiets Botes, Darrell de Klerk, Alan Felix, Claire Gaillard, Dean Langeveldt, Bheki Mngomezulu, Thembeka Myende, Amasa Ndofirepi, Ntombikayise Nkosi, Felix Okoye, June Palmer, Doniwen Pietersen, Percy Sepeng, Kevin Teise, Victor Teise and Yusef Waghid.
Contributors are: Ikechi Agbugba, Wiets Botes, Darrell de Klerk, Alan Felix, Claire Gaillard, Dean Langeveldt, Bheki Mngomezulu, Thembeka Myende, Amasa Ndofirepi, Ntombikayise Nkosi, Felix Okoye, June Palmer, Doniwen Pietersen, Percy Sepeng, Kevin Teise, Victor Teise and Yusef Waghid.
Members of the ISATT represent a diverse group of teacher educator researchers and scholars from across the world who have interests in advancing understandings and practices related to teaching and teacher education. This ISATT Members Book series serves as a medium through which innovative research on teacher education theory and practice is mobilised and made accessible to scholars and practitioners. This book series features cutting edge scholarship that addresses ongoing and emerging challenges in teaching and teacher education.
A Pursuit of the Decolonial Agenda
The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
A Pursuit of the Decolonial Agenda
The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.
Radical Collegiality and Relational Pedagogies of Care in Education
Author:
How can we manifest more relational care in education by harnessing joy in the school setting? Finding Joy suggests it is found in care-based pedagogies, radical collegiality and relational reading practices. Guided by philosophical conversations with educational thinkers whose works have informed the author’s own praxis over a twenty-year career in public education, at the end of each chapter the reader is given provocations for reflection through a series of questions.
Finding Joy offers readers the opportunity to spend time with educational philosophers like Gert Biesta, Nel Noddings, Michael Fielding and Maxine Greene. A relational reading of education-adjacent thinkers like D.W. Winnicott and Martha Nussbaum also point to the work that must be done to sustain and grow a thriving collegium in a changing world. Using narrative interviews and a/r/tographical research to help unpack what care looks like in education across various sectors, this book suggests that collegiality and care are required for the support of both teachers and students.
Finding Joy offers readers the opportunity to spend time with educational philosophers like Gert Biesta, Nel Noddings, Michael Fielding and Maxine Greene. A relational reading of education-adjacent thinkers like D.W. Winnicott and Martha Nussbaum also point to the work that must be done to sustain and grow a thriving collegium in a changing world. Using narrative interviews and a/r/tographical research to help unpack what care looks like in education across various sectors, this book suggests that collegiality and care are required for the support of both teachers and students.
Radical Collegiality and Relational Pedagogies of Care in Education
Author:
How can we manifest more relational care in education by harnessing joy in the school setting? Finding Joy suggests it is found in care-based pedagogies, radical collegiality and relational reading practices. Guided by philosophical conversations with educational thinkers whose works have informed the author’s own praxis over a twenty-year career in public education, at the end of each chapter the reader is given provocations for reflection through a series of questions.
Finding Joy offers readers the opportunity to spend time with educational philosophers like Gert Biesta, Nel Noddings, Michael Fielding and Maxine Greene. A relational reading of education-adjacent thinkers like D.W. Winnicott and Martha Nussbaum also point to the work that must be done to sustain and grow a thriving collegium in a changing world. Using narrative interviews and a/r/tographical research to help unpack what care looks like in education across various sectors, this book suggests that collegiality and care are required for the support of both teachers and students.
Finding Joy offers readers the opportunity to spend time with educational philosophers like Gert Biesta, Nel Noddings, Michael Fielding and Maxine Greene. A relational reading of education-adjacent thinkers like D.W. Winnicott and Martha Nussbaum also point to the work that must be done to sustain and grow a thriving collegium in a changing world. Using narrative interviews and a/r/tographical research to help unpack what care looks like in education across various sectors, this book suggests that collegiality and care are required for the support of both teachers and students.
Themes, Trails, and Traces
There are few, if any, other educational philosophers that have left their mark internationally as John Dewey has. Author of 40 books and no less than 700 articles that appeared in over 140 journals, Dewey’s work has been translated into at least 35 languages. His landmark Democracy and Education – published over a century ago in 1916 – is one of the most cited educational texts ever.
Dewey has inspired educators and provoked controversies in his day, and still does so today. This volume sets out to engage with Dewey’s educational thought, especially as it relates to its circulation in the countries bordering on the Mediterranean. Authors consider his enduring influence, and reflect on the ‘push’ and ‘pull’ forces that served to anchor progressivism, in its multiple manifestations, in the region. The notion of a unidirectional force – personified by Dewey – that is somehow absorbed by the ‘receiving’ country is problematised by most if not all chapters in this volume. Rather, contributors carefully show how context affects a process marked by active appropriation, re-interpretation, adaptation, as well as resistance.
Sometimes a vibrant presence that still needs to be reckoned with, at other times a ghostly figure nevertheless serving to sustain democratic aspirations in and through education, Dewey and his message resonate, challenge, and demand a response.
Dewey has inspired educators and provoked controversies in his day, and still does so today. This volume sets out to engage with Dewey’s educational thought, especially as it relates to its circulation in the countries bordering on the Mediterranean. Authors consider his enduring influence, and reflect on the ‘push’ and ‘pull’ forces that served to anchor progressivism, in its multiple manifestations, in the region. The notion of a unidirectional force – personified by Dewey – that is somehow absorbed by the ‘receiving’ country is problematised by most if not all chapters in this volume. Rather, contributors carefully show how context affects a process marked by active appropriation, re-interpretation, adaptation, as well as resistance.
Sometimes a vibrant presence that still needs to be reckoned with, at other times a ghostly figure nevertheless serving to sustain democratic aspirations in and through education, Dewey and his message resonate, challenge, and demand a response.
Themes, Trails, and Traces
There are few, if any, other educational philosophers that have left their mark internationally as John Dewey has. Author of 40 books and no less than 700 articles that appeared in over 140 journals, Dewey’s work has been translated into at least 35 languages. His landmark Democracy and Education – published over a century ago in 1916 – is one of the most cited educational texts ever.
Dewey has inspired educators and provoked controversies in his day, and still does so today. This volume sets out to engage with Dewey’s educational thought, especially as it relates to its circulation in the countries bordering on the Mediterranean. Authors consider his enduring influence, and reflect on the ‘push’ and ‘pull’ forces that served to anchor progressivism, in its multiple manifestations, in the region. The notion of a unidirectional force – personified by Dewey – that is somehow absorbed by the ‘receiving’ country is problematised by most if not all chapters in this volume. Rather, contributors carefully show how context affects a process marked by active appropriation, re-interpretation, adaptation, as well as resistance.
Sometimes a vibrant presence that still needs to be reckoned with, at other times a ghostly figure nevertheless serving to sustain democratic aspirations in and through education, Dewey and his message resonate, challenge, and demand a response.
Dewey has inspired educators and provoked controversies in his day, and still does so today. This volume sets out to engage with Dewey’s educational thought, especially as it relates to its circulation in the countries bordering on the Mediterranean. Authors consider his enduring influence, and reflect on the ‘push’ and ‘pull’ forces that served to anchor progressivism, in its multiple manifestations, in the region. The notion of a unidirectional force – personified by Dewey – that is somehow absorbed by the ‘receiving’ country is problematised by most if not all chapters in this volume. Rather, contributors carefully show how context affects a process marked by active appropriation, re-interpretation, adaptation, as well as resistance.
Sometimes a vibrant presence that still needs to be reckoned with, at other times a ghostly figure nevertheless serving to sustain democratic aspirations in and through education, Dewey and his message resonate, challenge, and demand a response.
In Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education.
Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.
Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.
Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.
Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.
In Ecocritical Perspectives in Teacher Education, the editors share a collection of chapters from diverse critical scholars in teacher education.
Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.
Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.
Teachers, and their students, are faced with demands that require teacher educators to work toward better preparing them to teach in a changed world—a world where diversity, human rights, sustainability, and democracy must be paramount. This text calls together teacher educators who address the complex ways that social and environmental injustices—like racism, sexism, classism, ableism, and speciesism—weave together to produce dangerous conditions for all life. The volume shares with readers a glimpse into alternatives possible for teaching that are situational, local, and in support of social justice and sustainability.
Contributors are: Marissa E. Bellino, Melissa Bradford, Greer Burroughs, Nataly Chesky, Brandon Edwards-Schuth, Alison Happel-Parkins, Kevin Holohan, Agnes C. Krynski, John Lupinacci, Emilia Maertens, Rebecca Martusewicz, Emma McMain, Michio Okamura, Clayton Pierce, Meneka Repka, Graham B. Slater, Silvia Patricia Solís, JT Torres, Rita Turner, Robert G. Unzueta and Mark Wolfmeyer.
An Introduction to a Phenomenological Approach to the Philosophical Study of Education
Author:
Is there room for philosophy in educational research? Where is phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods of phenomenology within the field of philosophy of education? These talks to educational scholars and researchers respond to these questions and make an appeal for the place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a broad genealogy of thought, with frequent substitutions and autobiographical confessions, these lectures work from and towards a simple article of faith: philosophy and education are not so different.
An Introduction to a Phenomenological Approach to the Philosophical Study of Education
Author:
Is there room for philosophy in educational research? Where is phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods of phenomenology within the field of philosophy of education? These talks to educational scholars and researchers respond to these questions and make an appeal for the place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a broad genealogy of thought, with frequent substitutions and autobiographical confessions, these lectures work from and towards a simple article of faith: philosophy and education are not so different.
Ideas and Practices from the U.S.A., India, Russia, and China
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
Ideas and Practices from the U.S.A., India, Russia, and China
This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought—over time opposition to certain international pedagogical ideas surfaced in these countries.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.
The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.