Browse results

You are looking at 1 - 10 of 2,263 items for :

  • Upcoming Publications x
  • Just Published x
  • Search level: Titles x
Clear All
Usable Pasts addresses projects dating to two periods in the United States that saw increased financial support from the state for socially engaged culture. By analysing artworks dating to the 1990s by Suzanne Lacy, Rick Lowe and Martha Rosler in relation to experimental theatre, modern dance, and photography produced within the leftist Cultural Front of the 1930s, this book unpicks the mythic and material afterlives of the New Deal in American cultural politics in order to write a new history of social practice art in the United States. From teenage mothers organising exhibitions that challenged welfare reform, to communist dance troupes choreographing their struggles as domestic workers, Usable Pasts addresses the aesthetics and politics of these attempts to transform society through art in relation to questions of state formation.
Collaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, this book brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change.

The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.
The Beijing Normal University International Education Series selects special issues of the Beijing International Review of Education as an occasional volume in international educational theory and empirical education science. It will focus on the contribution of education to society, culture, and economy and looks to publish monographs that develop cutting-edge new research of interest to academics, policy makers, teachers and postgraduate students. When necessary, the series will expand upon previous issues of the journal by offering additional content and/or contextualizing the set of chapters in current research and methodology.
Author: Peter McLaren
This collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools.

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, Pedagogy 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
Author: Sharada Gade
This book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons for others, as the author tells about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). This offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.
Volume Editors: Huajun Zhang and Jim Garrison
This book celebrates the centennial of Dewey’s visit to China (1919–1921). Reflecting on the history of Dewey’s visit is critical to understanding China’s modernization and to reevaluating the early efforts of the radical intellectuals in the May Fourth Movement (1919), some of whom were Dewey’s students at Columbia University. This study also helps us to critically reflect on the China-US relationship for our contemporary world. The historical, philosophical and comparative perspectives applied in this book may shed light on current conflicts. Dewey’s thoughts were well-received by different scholars but also misperceived or misinterpreted in different historical periods. This project tries to understand the challenges of both cultures (Chinese and Western) by using this historical episode as a distant mirror to better perceive and understand the present.

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.