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Teaching in the First Person
The sharp contrasts in teachers' metaphors for their relationships with students set the stage for a critical comparison of traditional, modern, and postmodern educational approaches. In Teaching in the First Person, three university undergraduate teachers' metaphors for education emerge from their candid descriptions of interactions with their students. The rich vocabulary that the interviewed teachers used to portray their interactions with U.C. Berkeley undergraduate architecture students is woven into a larger examination of how assumptions that teachers hold about knowledge impact their treatment of students. The investigation of theory embedded within teachers' narratives begins with a cogent historical overview of paradigm shifts within science, poetry, education, and philosophical theories of knowledge. A critique of harmful educational practices supported by the traditional «mind as machine» metaphor for knowledge invites educators to embrace the postmodern «bodily basis for knowing» as a viable alternative that radically redefines the teacher/student relationship.
Art Practice as Research
This book will publish in a new edition on December 1, 2009. We are no longer supplying instructors with complimentary review copies of this edition. * If you need an urgent desk copy of the existing edition for a class this semester, please call 1-800-818-7243 and we will be pleased to process your request. "In this rich and layered reflection on visual arts practice as research, Graeme Sullivan launches a passionate and convincing case that rewrites the definitions of ′art′ and ′research′ as it unapologetically claims for the visual arts the respect and admiration of the academy."--Jessica Hoffman Davis, Harvard University Art Practice as Research: Inquiry in the Visual Arts presen...
Educators, Therapists, and Artists on Reflective Practice
Byers (expressive arts therapies, Lesley University) and Forinash (music therapy, Lesley University) assemble contributors in arts therapy, education, counseling, and psychiatry to recount the transformative experiences they have had in their relationships with those they mentor and guide. By exploring contemporary concepts in reciprocal learning, they challenge and inspire readers to examine their own engagement in the process of lifelong transformative learning. The book will of interest to students in arts therapy. Annotation ♭2004 Book News, Inc., Portland, OR (booknews.com).
Embracing Mathematics
This alternative textbook for courses on teaching mathematics asks teachers and prospective teachers to reflect on their relationships with mathematics and how these relationships influence their teaching and the experiences of their students. Applicable to all levels of schooling, the book covers basic topics such as planning and assessment, classroom management, and organization of classroom experiences; it also introduces some novel approaches to teaching mathematics, such as psychoanalytic perspectives and post-modern conceptions of curriculum. Traditional methods-of-teaching issues are recast in a new discourse, provoking new ideas for making mathematics education meaningful to teachers...
Handbook of Research in the Social Foundations of Education
This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study.
Curriculum Development in the Postmodern Era
First Published in 2006. Routledge is an imprint of Taylor & Francis, an informa company.
The Global Silicon Valley Home
The Global Silicon Valley Home takes a close look at how residents (Taiwanese American high-tech engineer families) of the jet-set, wired-to-the-Net, trans-Pacific commuter culture have invented new ways of thinking about how their homes and landscapes reflect their personal identities—ways that enable them to make sense of "living life within two places at once."
Leaders in Curriculum Studies
In the 1950s and 1960s school teaching became a university-based profession, and scholars and policy leaders looked to the humanities and social sciences in building an appropriate knowledge base. By the mid-1960s there was talk about a “new” philosophy, history, and sociology of education. Curriculum thinkers such as Joseph Schwab, Dwayne Heubner and Paul Hirst initiated new intellectual projects to supplement applied work in curriculum. By the 1970s the field was in the process of re-conceptualization, as a new generation of scholars provided deep critical insights into the social, political and cultural dynamics of school experience and templates for renewal of curriculum research and practice. In this book, 18 leading curriculum scholars since 1970 who remain influential today present the fascinating stories of their lives and important new contributions to the field. They trace their early experiences in teaching and curriculum development, creative directions in their work, mature ideas and perceptions of future directions for the field. Each chapter contains a list of works chosen by the authors as their personal favorites.
Handbook of Arts-Based Research
"Bringing together interdisciplinary leaders in methodology and arts-based research (ABR), this comprehensive handbook explores the synergies between artistic and research practices and addresses issues in designing, implementing, evaluating, and publishing ABR studies. Coverage includes the full range of ABR genres, including those based in literature (such as narrative and poetic inquiry); performance (music, dance, playbuilding); visual arts (drawing and painting, collage, installation art, comics); and audiovisual and multimethod approaches. Each genre is described in detail and brought to life with robust research examples. Team approaches, ethics, and public scholarship are discussed, as are innovative ways that ABR is used within creative arts therapies, psychology, education, sociology, health sciences, business, and other disciplines. The companion website includes selected figures from the book in full color, additional online-only figures, and links to online videos of performance pieces"--
