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Didaktik and Curriculum in Ongoing Dialogue
Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for ...
Meeting the Challenges of Existential Threats through Educational Innovation
Meeting the Challenges of Existential Threats through Educational Innovation is the first book of its kind to provide an educational and systematic analysis of problems and solutions regarding the most pressing threats that humankind is facing. The book makes a case for the importance of education responding to significant threats; including climate change, pandemics, decline in global biodiversity, overpopulation, egoism, ideologies, nuclear, biological and chemical warfare, inequality, artificial intelligence, and ignorance and the distortion of truth. Written by leading experts in their field based on cutting-edge research, the chapters explore these issues and offer suggestions for how education can address these problems in the future. This groundbreaking and highly topical book will be an essential reading for academics, researchers and post-graduate students in the fields of education research, environmental studies, educational politics and organizational management.
Dialogic Pedagogy
Taking a dialogic approach, this edited book engages in analysis and description of dialogic discourse in a number of different educational contexts, from early childhood to tertiary, with an international team of contributors from Australia, Finland, New Zealand and the United Kingdom. The chapters focus mostly on dialogic face-to-face discourse, with some examples of online interactions, and feature insights from educational linguistics, particularly the work of Michael Halliday. While the contributors come from a range of theoretical backgrounds, they all share an interest in language in use and engage in close analysis of transcripts of naturally-occurring interaction. Taking inspiration...
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Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness
Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes fo...
The Education Systems of Europe
This unique handbook offers an analytical review of the education systems of all European countries, following common analytical guidelines, and highlighting the paradox that education simultaneously pursues a universal value as well as a national character. Coverage includes international student performance studies, and a comparison of education dynamics in Eastern "new Europe" with "older" western EU members. The book provides a differentiated analytical data base, and offers suggestions for further research.
Sustainability for Whom?
Global initiatives regarding environmental change have increasingly become part of political agendas and of our collective imagination. In order to form sustainable societies, education is considered crucial by organizations such as the United Nations and the European Union. But how is the notion of sustainability imagined and formed in educational practices? What does sustainability make possible, and whom does it involve? These critical questions are not often asked in educational research on sustainability. This study suggests that the absence of critical questions in sustainability education is part of a contemporary post-political framing of environmental issues. In order to re-politici...
Climate Change Education
Climate change is complex and there is a need to educate our future generations so that they are able to deal with the plethora of information and views that they come into contact with in their lives. This book inquires into what it means to teach and learn about climate change. Now in its second edition, Chang further explores what education for climate change entails, discussing the concept of climate change education (CCE) itself, how it is taught in schools and how public education is being carried out. Featuring updated literature in a quickly advancing field, the book defines CCE for the global citizen and looks at pedagogies supporting CCE. It also identifies teachers as key stakeholders in climate change discourse, how to improve teacher readiness on the topic and how teacher professional development can support successful implementation of CCE. This book will be invaluable to climate change educators and can act as a reference resource for teachers, education policymakers and public education agencies.
Assessment for Experiential Learning
Chan’s book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences,...
The Anthem Companion to Karl Mannheim
The Hungarian-born Karl Mannheim became recognized as a pathbreaking sociologist in Germany when he published 'Ideologie und Utopie' (1929) and in the English-speaking world upon publication of 'Ideology and Utopia' (1936), a book in which he explored the possibilities of an approach to political thought by way of sociology of knowledge. Eighty years later, and viewed from varied substance-rich perspectives worldwide, the many facets of Mannheim’s original work are examined in their bearing on numerous other questions in political theory, cultural studies and social analysis. 'The Anthem Companion to Karl Mannheim' is an international collection of original articles on the classical sociologist and documents the current revitalization of the reception of this social thinker. Using “learning from Mannheim” as their motif, the chapters in this volume favor fresh negotiations with his works, including the writings published posthumously in recent decades.
