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Ein interkultureller Vergleich zwischen dem Philanthropinum in Dessau und dem Colegio de las Vizcaínas in Mexiko-Stadt
Series:
Kultur und Bildung, Volume: 18
Aufklärung und Schule, Männer und Frauen in Dessau und in Mexiko. Eine kulturhistorische Betrachtung und Darstellung einer facettenreichen und vielfältigen Wirklichkeit.
Thematisiert werden Szenen des Alltags und des Schullebens, die in zwei verschiedenen westlichen Kontexten zur Zeit der Aufklärung stattfanden: Dessau und Neuspanien bzw. das koloniale Mexiko. In dieser Ausführung zeigen sich die Macht- und Herrschaftsverhältnisse, die sowohl innerhalb der politischen Kontrolle als auch im Bereich des Akademischen ausgeübt wurden. Das Werk versteht sich als ein alternativer methodologischer Ansatz für die Vergleichende Pädagogik.
Thematisiert werden Szenen des Alltags und des Schullebens, die in zwei verschiedenen westlichen Kontexten zur Zeit der Aufklärung stattfanden: Dessau und Neuspanien bzw. das koloniale Mexiko. In dieser Ausführung zeigen sich die Macht- und Herrschaftsverhältnisse, die sowohl innerhalb der politischen Kontrolle als auch im Bereich des Akademischen ausgeübt wurden. Das Werk versteht sich als ein alternativer methodologischer Ansatz für die Vergleichende Pädagogik.
Ein interkultureller Vergleich zwischen dem Philanthropinum in Dessau und dem Colegio de las Vizcaínas in Mexiko-Stadt
Series:
Kultur und Bildung, Volume: 18
Aufklärung und Schule, Männer und Frauen in Dessau und in Mexiko. Eine kulturhistorische Betrachtung und Darstellung einer facettenreichen und vielfältigen Wirklichkeit.
Thematisiert werden Szenen des Alltags und des Schullebens, die in zwei verschiedenen westlichen Kontexten zur Zeit der Aufklärung stattfanden: Dessau und Neuspanien bzw. das koloniale Mexiko. In dieser Ausführung zeigen sich die Macht- und Herrschaftsverhältnisse, die sowohl innerhalb der politischen Kontrolle als auch im Bereich des Akademischen ausgeübt wurden. Das Werk versteht sich als ein alternativer methodologischer Ansatz für die Vergleichende Pädagogik.
Thematisiert werden Szenen des Alltags und des Schullebens, die in zwei verschiedenen westlichen Kontexten zur Zeit der Aufklärung stattfanden: Dessau und Neuspanien bzw. das koloniale Mexiko. In dieser Ausführung zeigen sich die Macht- und Herrschaftsverhältnisse, die sowohl innerhalb der politischen Kontrolle als auch im Bereich des Akademischen ausgeübt wurden. Das Werk versteht sich als ein alternativer methodologischer Ansatz für die Vergleichende Pädagogik.
In
Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens.
Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klondiana Kolomitro,Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corrine Laverty, Elizabeth Lee, Körkkö Minna, Narell Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West, and Cherie Woolmer.
Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klondiana Kolomitro,Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corrine Laverty, Elizabeth Lee, Körkkö Minna, Narell Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West, and Cherie Woolmer.
In
Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens.
Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klondiana Kolomitro,Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corrine Laverty, Elizabeth Lee, Körkkö Minna, Narell Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West, and Cherie Woolmer.
Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klondiana Kolomitro,Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corrine Laverty, Elizabeth Lee, Körkkö Minna, Narell Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West, and Cherie Woolmer.
Awakening the Moral Imagination of Children
Echoes from a Child’s Soul: Awakening the Moral Imagination of Children presents remarkable poetry inspired by aesthetic education methodology created by children that were labelled academically, socially, and/or emotionally at-risk. Many children deemed average or below-grade level composed poetry beyond their years revealing moral imagination. Art psychology and aesthetic methodology merge to portray the power of awakening children’s voices once silenced. The children’s poetry heralds critical and empathic messages for our future. This book proposes an overwhelming need for change in America’s public-school education system so that no child is ignored, silenced, deemed less than, or marginalized.
Awakening the Moral Imagination of Children
Echoes from a Child’s Soul: Awakening the Moral Imagination of Children presents remarkable poetry inspired by aesthetic education methodology created by children that were labelled academically, socially, and/or emotionally at-risk. Many children deemed average or below-grade level composed poetry beyond their years revealing moral imagination. Art psychology and aesthetic methodology merge to portray the power of awakening children’s voices once silenced. The children’s poetry heralds critical and empathic messages for our future. This book proposes an overwhelming need for change in America’s public-school education system so that no child is ignored, silenced, deemed less than, or marginalized.
This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive.
International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice.
The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research.
Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.
International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice.
The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research.
Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.
Series:
Studies in Inclusive Education
This edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive.
International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice.
The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research.
Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.
International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice.
The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research.
Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.
The ISATT conference series represents an effort to compile international research and practices on Teacher Education. It draws upon a variety of educational approaches, procedures, and teaching contexts where the field takes form. The aims and scope of the ISATT book series is to promote and bring together the best papers presented at the Biennial conferences of the association. The ISATT’s main goal is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.
A Guidebook for Teaching and Engaging with Critical Whiteness Studies
Despite hopeful—though problematic—proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project—with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.—that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive.
Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom.
Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.
Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom.
Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.
A Guidebook for Teaching and Engaging with Critical Whiteness Studies
Despite hopeful—though problematic—proclamations about the end of racism after the election of our first African-American President, we are witnessing a backlash and renewed racism at this point in American and global history. Put simply, Critical Whiteness Studies (CWS) has as much exigency now as ever. Critical Whiteness Studies is an interdisciplinary project—with scholars from legal studies, literature and rhetorical studies, film and visual studies, class and feminist theorists, etc.—that contributes to critical race theory. Scholars tend to posit whiteness as an ideological, political, legal, and social fiction that places so-called whites in a position of hegemony over other non-dominant groups. The project, then, functions to unmask and interrogate these fictions. As part of critical multi-cultural and race theory, the project is anti-oppressive.
Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom.
Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.
Those new to CWS are often unfamiliar with much of the court cases referenced and the critical terminology used by scholars in the field. As such White Out: A Guidebook for Teaching and Engaging with Critical Whiteness Studies is designed to orient readers to the history and purpose of CWS, to key concepts and legal cases, and to established and newer texts and resources. For educators wishing to include CWS in their workshops or courses, this guidebook also includes pedagogical resources ranging a sample syllabus to sample assignments and student texts to advice for structuring a dialogic workshop or classroom.
Student contributors are: Thomas Drake Farmer, Daniel Giraldo, Abby Graves, Elaine Ruby Gunn, Faith Jones, and Connor McPherson.
Responding to the Dynamics of Change
In
Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.
Responding to the Dynamics of Change
In
Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.