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Ervaring en opvoeding
In Ervaring en opvoeding zet de Amerikaanse pedagoog en filosoof John Dewey op bondige wijze de hoofdlijnen van zijn pedagogische theorie uiteen. Gert Biesta en Siebren Miedema vertaalden deze pedagogische klassieker in het Nederlands en laten in hun inleiding de lezer kennismaken met de belangrijkste aspecten van Dewey"s pedagogische gedachtengoed
Pedagogiek in meervoud.
De lezer wordt ingeleid in zeven benaderingen die ieder op eigen wijze inzicht proberen te geven in opvoedings- en onderwijsprocessen. Deze zeven zijn: Geesteswetenschappelijke pedagogiek / Empirisch-analytische pedagogiek / Kritische pedagogiek / Cultuurhistorische pedagogiek / Taalanalytische pedagogiek / De opvoedingswetenschappen in Frankrijk / Pragmatische pedagogiek. Zij bepalen in meer of mindere mate het huidige gezicht van de Nederlandstalige pedagogiek. Van elke benadering wordt een aantal aspecten besproken, te weten een historisch overzicht, de basisbegrippen, gehanteerde methoden, de Nederlandse situatie, waardering en literatuursuggesties. Door dit vaste stramien is Pedagogiek in meervoud een overzichtelijk studieboek. Voor deze vijfde herziene druk is hoofdstuk 5, cultuurhistorische pedagogiek, opnieuw geschreven. De overige hoofdstukken zijn herzien.
Beyond Learning
Many educational practices are based upon ideas about what it means to be human. Thus education is conceived as the production of particular subjectivities and identities such as the rational person, the autonomous individual, or the democratic citizen. Beyond Learning asks what might happen to the ways in which we educate if we treat the question as to what it means to be human as a radically open question; a question that can only be answered by engaging in education rather than as a question that needs to be answered before we can educate. The book provides a different way to understand and approach education, one that focuses on the ways in which human beings come into the world as unique individuals through responsible responses to what and who is other and different. Beyond Learning raises important questions about pedagogy, community and educational responsibility, and helps educators of children and adults alike to understand what a commitment to a truly democratic education entails.
International Handbook of Curriculum Research
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.
Teachers' Pedagogical Thinking
Six authors in teacher education from the University of Helsinki asks readers to consider teachers from various points of view: their mindset, moral dilemmas, approach to rules, recipes for good teaching, and views of supervision. Posing the question as to how the quality of teaching can be improved, the authors answer, "A reflective teacher is one who uses the principles of research in his/her thinking in making decisions...." Most of the authors' conclusion are based upon research data from questionnaires, conferences, and interviews, primarily with Finns. No subject index. Annotation copyrighted by Book News, Inc., Portland, OR
Culturally Responsive Pedagogy
This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.
Critical Cultural Awareness
In a rapidly globalizing world, one of the most challenging barriers to be overcome is the stereotype. This book aims to promote understanding of the nature of stereotypes, and to suggest ways in which teachers can manage them by developing critical cultural awareness as an intrinsic part of the intercultural communicative competence of their students. Part 1 of the book explores ways of defining, eliciting and illustrating stereotypes from theoretical standpoints. Part 2 showcases ways of addressing stereotypes through intercultural (language) education to provide teachers with a firm platform for the practical application of their knowledge and skills when attempting to manage stereotypes in the classroom.
Flip the System
Education is threatened on a global scale by forces of neoliberalism, through high stakes accountability, privatization and a destructive language of learning. In all respects, a GERM (Global Education Reform Movement) has erupted from international benchmark rankings such as PISA, TIMMS and PIRL, causing inequity, narrowing of the curriculum and teacher deprofessionalization on a truly global scale. In this book, teachers from around the world and other educational experts such as Andy Hargreaves, Ann Lieberman, Stephen Ball, Gert Biesta, Tom Bennett and many more, make the case to move away from this uneducational economic approach, to instead embrace a more humane, more democratic approach to education. This approach is called ‘flipping the system’, a move that places teachers exactly where they need to be - at the steering wheel of educational systems worldwide. This book will appeal to teachers and other education professionals around the world.
What Kind of Citizen?
"What kind of citizen is no ordinary education book. By drawing on accessible and engaging discussions around the goals of schooling, it is imminently readable by a broad public. Neither fluff nor polemic, the theory and practice described in the book are based in solid empirical research and come out of the most influential frameworks for citizenship and democratic education of the last several decades (the "Three Kinds of Citizens" framework that emerged from collaboration between the author and Dr. Joseph Kahne as well as consultations with thousands of school teachers and civic leaders.) - This framework has been used in 67 countries to help teachers and school reformers think about how to structure educational programs and how schools can strengthen democratic societies. - This book pulls together a decade of research on schools into one place giving the reader a comprehensive look at why schools should be at the forefront of public engagement and how we can make that happen"--
