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David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit.
Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.
David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit.
Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.
Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied.
Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied.
Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.
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.
The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.
"Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of Strathclyde
The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.
"Critical Theory: Rituals, Pedagogies and Resistance speaks to the current challenges we face as humanity, not only situating them historically, but also securitizing the role that our educational institutions, curriculum matrixes and teacher education programs have played in such social havoc. It provides crucial insights, not only to help a better understanding of the accomplishments produced by the critical educational and curriculum river in the struggle against the educational and curriculum epistemicide, but also to help explore alternative ways responsive to the world’s endless epistemological difference and diversity. While the future of our field needs to go beyond Peter McLaren’s intellectual thesaurus, it cannot certainly avoid going through him. The itinerant curriculum theory – and the ICTheorists – are conscious about that." – João M. Paraskeva, Professor of Educational Leadership and Policy Studies, University of Strathclyde
By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that there’s some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.
By reviewing this historical event, we also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. We find that there’s some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.