- Table View
- List View
The Pedagogy of Pathologization: Dis/abled Girls of Color in the School-prison Nexus
by Subini Ancy AnnammaWINNER OF THE 2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK PRIZE Linking powerful first-person narratives with structural analysis, The Pedagogy of Pathologization explores the construction of criminal identities in schools via the intersections of race, disability, and gender. amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of female students of color, whose voices are frequently engulfed by labels of deviance and disability, a distinct and underrepresented experience of the school-to-prison pipeline is detailed through original qualitative methods rooted in authentic narratives. The book’s DisCrit framework, grounded in interdisciplinary research, draws on scholarship from critical race theory, disability studies, education, women’s and girl’s studies, legal studies, and more.
The Pedagogy of Physical Science (Contemporary Trends and Issues in Science Education #38)
by David Heywood Joan ParkerIn the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher. The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.
A Pedagogy of Purpose: Classical Wisdom for the Modern Classroom
by Dr Gary KeoghA Pedagogy of Purpose offers a completely fresh take on key problems in the education system. Gary Keogh argues that the education system has lost its way; it has become mechanistic, vapid, driven by an obsession with dubious measurements and led by a very narrow understanding of what it means to succeed. It has lost its sense of purpose. Using many real classroom examples, Keogh provides a new way forward, demonstrating how insights from classical philosophy can have a positive influence on crucial issues in education like student behaviour, assessment, attendance, the quality of teaching and learning, and perhaps most importantly, the mental health of students and teachers.
Pedagogy Of Relation: Education After Reform
by Alexander M. SidorkinThis book defines and galvanizes a new approach to education through refocusing it on human relations. Following on the heels of lackluster accountability- and choice-based reforms, this approach suggests that meaningful educational change depends on recognition that relations between students and teachers and among students are critically important. Stakeholders must create intentional policies and practices that allow the relational side of education to flourish. Focusing on the PK-12 educational system, Pedagogy of Relation provides support for the claim that relations are the basis for successful learning—that education is a profoundly social activity—and to push educational reform in a new direction.
Pedagogy Of Relation: Education After Reform
by Alexander M. SidorkinThis book defines and galvanizes a new approach to education through refocusing it on human relations. Following on the heels of lackluster accountability- and choice-based reforms, this approach suggests that meaningful educational change depends on recognition that relations between students and teachers and among students are critically important. Stakeholders must create intentional policies and practices that allow the relational side of education to flourish. Focusing on the PK-12 educational system, Pedagogy of Relation provides support for the claim that relations are the basis for successful learning—that education is a profoundly social activity—and to push educational reform in a new direction.
Pedagogy of Resistance: Against Manufactured Ignorance
by Henry A. GirouxHenry A. Giroux argues that education holds a crucial role in shaping politics at a time when ignorance, lies and fake news have empowered right-wing groups and created deep divisions in society. Education, with its increasingly corporate and conservative-based technologies, is partly responsible for creating these division. It contributes to the pitting of people against each other through the lens of class, race, and any other differences that don't embrace White nationalism. Giroux's analysis ranges from the pandemic and the inequality it has revealed, to the rise of Trumpism and its afterlife, and to the work of Paulo Freire and how his book Pedagogy of Hope can guide us in these dark times and help us produce critical and informed citizens. He argues that underlying the current climate of inequity, isolation, and social atomization (all exacerbated by the pandemic) is a crisis of education. Out of this comes the need for a pedagogy of resistance that is accessible to everyone, built around a vision of hope for an alternative society rooted in the ideals of justice, equality, and freedom.
Pedagogy of Resistance: Against Manufactured Ignorance
by Henry A. GirouxHenry A. Giroux argues that education holds a crucial role in shaping politics at a time when ignorance, lies and fake news have empowered right-wing groups and created deep divisions in society. Education, with its increasingly corporate and conservative-based technologies, is partly responsible for creating these division. It contributes to the pitting of people against each other through the lens of class, race, and any other differences that don't embrace White nationalism. Giroux's analysis ranges from the pandemic and the inequality it has revealed, to the rise of Trumpism and its afterlife, and to the work of Paulo Freire and how his book Pedagogy of Hope can guide us in these dark times and help us produce critical and informed citizens. He argues that underlying the current climate of inequity, isolation, and social atomization (all exacerbated by the pandemic) is a crisis of education. Out of this comes the need for a pedagogy of resistance that is accessible to everyone, built around a vision of hope for an alternative society rooted in the ideals of justice, equality, and freedom.
A Pedagogy of Responsibility: Wendell Berry for EcoJustice Education
by Rebecca A. MartusewiczDrawing on the theories of author and conservationist Wendell Berry for the field of EcoJustice Education, this book articulates a pedagogy of responsibility as a three-pronged approach grounded in the recognition that our planet balances an essential and fragile interdependence between all living creatures. Examining the deep cultural roots of social and ecological problems perpetuated by schools and institutions, Martusewicz identifies practices, relationships, beliefs, and traditions that contribute to healthier communities. She calls for imaginative re-thinking of education as an ethical process based in a vision of healthy, just, and sustainable communities. Using a critical analytical process, Martusewicz reveals how values of exploitation, mastery, and dispossession of land and people have taken hold in our educational system and communities, and employs Berry’s philosophy and wisdom to interrogate and develop a "pedagogy of responsibility" as an antidote to such harmful ideologies, structures, and patterns. Berry’s critical work and the author’s relatable storytelling challenge taken-for-granted perspectives and open new ways of thinking about teaching for democratic and sustainable communities.
A Pedagogy of Responsibility: Wendell Berry for EcoJustice Education
by Rebecca A. MartusewiczDrawing on the theories of author and conservationist Wendell Berry for the field of EcoJustice Education, this book articulates a pedagogy of responsibility as a three-pronged approach grounded in the recognition that our planet balances an essential and fragile interdependence between all living creatures. Examining the deep cultural roots of social and ecological problems perpetuated by schools and institutions, Martusewicz identifies practices, relationships, beliefs, and traditions that contribute to healthier communities. She calls for imaginative re-thinking of education as an ethical process based in a vision of healthy, just, and sustainable communities. Using a critical analytical process, Martusewicz reveals how values of exploitation, mastery, and dispossession of land and people have taken hold in our educational system and communities, and employs Berry’s philosophy and wisdom to interrogate and develop a "pedagogy of responsibility" as an antidote to such harmful ideologies, structures, and patterns. Berry’s critical work and the author’s relatable storytelling challenge taken-for-granted perspectives and open new ways of thinking about teaching for democratic and sustainable communities.
The Pedagogy of Secondary-School Mathematics
by Shizao ZhangThis book elucidates the principal aspects and characteristics of secondary school mathematics teaching and learning in China. It combines the cultivation of students' mathematical abilities with the improvement of teaching skills, and explores from both theory and practice to create mathematical pedagogy which has been widely recognized by experts in this field. This book presents a number of mathematics teaching principles and methods, and has been used as an important resource book for mathematics teachers’ education.
The Pedagogy of Self-Authorship: The Neurocognitive Impact of Science and Metacognition
by Philip R. HulbigThis book is a deep dive into the developmental and neurocognitive impact of metacognition and its role in self-transformation. It connects the latest science on learning, neuroplasticity, and self-development with the rich history of metacognitive educational practices, creating an educational vision capable to address difficult issues faced by modern education.This vision highlights self-regulation, self-authorship, and self-transformation as the key learning goals of a free and equitable education system. This model of education is grounded in science, problem solving and is capable of addressing the needs of a neurologically diverse humanity. Interviews from experts at Program for the Advancement of Learning (PAL) are integrated with the author autobiographical account of their transformative learning experience, to provide evidence on the effectiveness of utilizing a metacognitive pedagogy in promoting transformative learning.The book concludes with a general pedagogy of metacognitive instruction that integrates the scientific method with the development of an individual's theory of mind to induce expansive personal development and achievement. This book would be of interest to educators and scholars, as well as practitioners supporting neurodivergent students and employees, neurodiversity advocates, and critical disability studies researchers.
The Pedagogy of Shalom: Theory and Contemporary Issues of a Faith-based Education
by HeeKap Lee Paul KaakBased on the teachings of Jesus and a biblical foundation, this book presents a new framework for education and teaching, referred to as the shalom education model, that addresses four essential questions in education (why teach, what to teach, how to teach and who are teachers?). After explaining the theoretical background of shalom, the book investigates a range of contemporary educational issues including gender identity, bullying, disability, linguistic and cultural diversity, and social justice, and presents practical guidelines that can be applied to classroom teaching. The book also emphasizes the role of teachers as missional leaders who help students unlock their full potential.
Pedagogy of Space and The Global South: A Machine-Generated Literature Overview
by Dishari Chattaraj Arya Parakkate VijayaraghavanThis book presents a machine-generated review on various works related to pedagogy and space, especially relevant to the context of the Global South, from selected papers published by Springer Nature, then organized with an editor-written introduction to each chapter. It maps conceptual engagements on space across disciplines, synthesizing emerging pedagogies, cultural movements, and spatial politics. By foregrounding spatial questions in pedagogy, it approaches pedagogy as a social and cultural practice, beyond the confines of institutionalized spaces, attempting to blur the boundaries between scholarship and activism. It is a reference point for understanding curriculum designs and developments, sustainable, multicultural, inclusive, and eco-conscious educational practices, and community engagement models in education. It initiates deliberations on various ways in which academicians, practitioners, geographers, cartographers, students, community actors, and activists as a collective can rethink pedagogical practices in distinct ways to make contemporary education inclusive and relevant for the context and time. The auto-summaries have been generated by a recursive clustering algorithm via the Dimensions Auto-summarizer by Digital Science. The editors of this book selected which SN content should be auto-summarized and decided its order of appearance. Please be aware that these are extractive auto-summaries, which consist of original sentences, but are not representative of its original paper, since we do not show the full length of the publication. Please note that only published SN content is represented here, and that machine-generated books are still at an experimental stage.
The Pedagogy of Standardized Testing: The Radical Impacts of Educational Standardization in the US and Canada
by Arlo KempfBased on a large-scale international study of teachers in Los Angeles, Chicago, Ontario, and New York, this book illustrates the ways increased use of high-stakes standardized testing is fundamentally changing education in the US and Canada with a negative overall impact on the way teachers teach and students learn. Standardized testing makes understanding students' strengths and weaknesses more difficult, and class time spent on testing consumes scarce time and attention needed to support the success of all students—further disadvantaging ELLs, students with exceptionalities, low income, and racially minoritized students.
Pedagogy of Tele-Proximity for eLearning: Bridging the Distance with Social Physics (Routledge Research in Digital Education and Educational Technology)
by Chryssa ThemelisThis book examines networked science and the pedagogy of tele-proximity, a paradigm that integrates eLearning theories, information technology and visual media competencies. The book conceptualises the idea of tele-proximity as a means to foster diversity and human to human contact online. It uses the lens of social physics and considers how to bridge the distance in eLearning, examining social connections, collective intelligence and personal wellbeing. The book draws on qualitative and quantitative research in higher education to form fine-tuned eLearning networks that achieve demosophia, the core of democracy. It charts the progress of technology-enhanced learning approaches and shows the need for a sound pedagogical framework that is holistic and sustainable to promote mindful presence. Contributing to the literature on eLearning, this timely book will be of great interest to educational philosophers, policy makers, educators, researchers and students in the field of distance education.
Pedagogy of Tele-Proximity for eLearning: Bridging the Distance with Social Physics (Routledge Research in Digital Education and Educational Technology)
by Chryssa ThemelisThis book examines networked science and the pedagogy of tele-proximity, a paradigm that integrates eLearning theories, information technology and visual media competencies. The book conceptualises the idea of tele-proximity as a means to foster diversity and human to human contact online. It uses the lens of social physics and considers how to bridge the distance in eLearning, examining social connections, collective intelligence and personal wellbeing. The book draws on qualitative and quantitative research in higher education to form fine-tuned eLearning networks that achieve demosophia, the core of democracy. It charts the progress of technology-enhanced learning approaches and shows the need for a sound pedagogical framework that is holistic and sustainable to promote mindful presence. Contributing to the literature on eLearning, this timely book will be of great interest to educational philosophers, policy makers, educators, researchers and students in the field of distance education.
Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education (Anthropocene – Humanities and Social Sciences)
by Cécile Renouard Frédérique Brossard Børhaug Ronan Le Cornec Jonathan Dawson Alexander Federau David Ries Perrine Vandecastele Nathanaël WallenhorstThis book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting such alternative methods. The second part presents an analysis of the pedagogical tools and levers experienced in worldwide institutions, by teachers, as well as philosophers and experts of pedagogy. The authors of this book advocate for an embodied pedagogy which not only gives students access to content but also to ways of thinking and acting in all conscience. A pedagogy of the Anthropocene epoch therefore encourages the mobilization of reason, emotions and senses as well as systemic reflection in the questioning of our lifestyles and the development of transversal skills. Based on internationally recognized research and practical experiences of institutions and teachers all over the western world, this book gathers the knowledge and experience of professors and researchers, coming from a wide variety of disciplines and cultural context. Their reflections have led them to develop a “head-heart-body approach” and a “6 Gates questioning method” to remodel pedagogy. This book is of interest to those working in the education sector.
Pedagogy of the Clown: Clowning Principles in Education
by Sean McCuskerThis book discusses the tradition of clowning from an educational perspective, highlighting the resonant philosophies between the two professions and asking what one can learn from the other. Modern day clowning follows an age-old tradition, with a set of principles and beliefs expounded by proponents of the profession. Throughout the principles of clowning, themes of subversion, inversion, play and challenge recur. These same ideas have a place in the classroom, not as everyday practice but perhaps as a leitmotif. The book is therefore a call for educators to consider their position within the learning environment and to embody the clown spirit. By looking outside of traditional pedagogical thinking and training, this book demonstrates ideas and techniques from which educators can borrow or learn, allowing them to enhance their own methods and practices. It offers an opportunity to revisit the dynamics of the classroom through the recognition of the important role that the clown can play in society.
The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education: Global Perspectives on Talking Democracy into Action (Routledge Research in Character and Virtue Education)
by Joshua Forstenzer Fufy Demissie Vachararutai BoontinandThis edited volume combines reflections, methods, and experiences from a globally diverse group of scholars to investigate the meaning, value, and effectiveness of the pedagogy of the Community of Philosophical Enquiry (CoPE) – derived from or in conversation with Lipman and Sharp’s Philosophy for Children (P4C) – in the context of civic education.Maintaining that a rich diversity of voices is an important corrective to narrower academic discourses, the chapters in this book bring an array of scholarly thought from across the world working in various political and educational contexts to bear on a common question: How can CoPE help practitioners engage in civic education? The contributions draw on qualitative methods, philosophical literature, and practitioner case studies to explore the benefits, challenges, questions, and methods related to the use of CoPE for the sake of citizenship education in Thailand, Malaysia, Italy, Iceland, Israel, Greece, Canada, the United Kingdom, and the United States of America. Ultimately, the book provides critical reflections and insights into the civic dimension of CoPE (and some CoPE-related practices) across a wide range of pedagogic, cultural, and political contexts.Addressing the need for a touchstone publication on the interplay between CoPE and citizenship education, the book will be of interest to academics and postgraduate students interested in the philosophy of education, citizenship education, democratic education, and international and comparative education.
The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education: Global Perspectives on Talking Democracy into Action (Routledge Research in Character and Virtue Education)
This edited volume combines reflections, methods, and experiences from a globally diverse group of scholars to investigate the meaning, value, and effectiveness of the pedagogy of the Community of Philosophical Enquiry (CoPE) – derived from or in conversation with Lipman and Sharp’s Philosophy for Children (P4C) – in the context of civic education.Maintaining that a rich diversity of voices is an important corrective to narrower academic discourses, the chapters in this book bring an array of scholarly thought from across the world working in various political and educational contexts to bear on a common question: How can CoPE help practitioners engage in civic education? The contributions draw on qualitative methods, philosophical literature, and practitioner case studies to explore the benefits, challenges, questions, and methods related to the use of CoPE for the sake of citizenship education in Thailand, Malaysia, Italy, Iceland, Israel, Greece, Canada, the United Kingdom, and the United States of America. Ultimately, the book provides critical reflections and insights into the civic dimension of CoPE (and some CoPE-related practices) across a wide range of pedagogic, cultural, and political contexts.Addressing the need for a touchstone publication on the interplay between CoPE and citizenship education, the book will be of interest to academics and postgraduate students interested in the philosophy of education, citizenship education, democratic education, and international and comparative education.
Pedagogy of the Depressed
by Christopher SchabergThis book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education.Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.
Pedagogy of the Depressed
by Christopher SchabergThis book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education.Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.
Pedagogy of the Heart
by Paulo FreirePedagogy of the Heart represents some of the last writings by Paulo Freire. In this work, perhaps more so than any other, Freire presents a coherent set of principles for education and politics. For those who have read Freire's other works the book includes new discussions of familiar subjects including community, neoliberalism, faith, hope, the oppressed, and exile. For those coming to Freire for the first time, the book will open up new ways of looking at the interrelations of education and political struggle. Freire reveals himself as a radical reformer whose lifelong commitment to the vulnerable, the illiterate and the marginalised has had a profound impact on society and education today. The text includes substantive notes by Ana Maria Araújo Freire, a foreword by Martin Carnoy, a preface by Ladislau Dowbor, as well as a substantive new introduction by Antonia Darder, who holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University, USA.Translated by Donaldo Macedo and Alexandre Oliveira.
Pedagogy of the Heart
by Paulo FreirePedagogy of the Heart represents some of the last writings by Paulo Freire. In this work, perhaps more so than any other, Freire presents a coherent set of principles for education and politics. For those who have read Freire's other works the book includes new discussions of familiar subjects including community, neoliberalism, faith, hope, the oppressed, and exile. For those coming to Freire for the first time, the book will open up new ways of looking at the interrelations of education and political struggle. Freire reveals himself as a radical reformer whose lifelong commitment to the vulnerable, the illiterate and the marginalised has had a profound impact on society and education today. The text includes substantive notes by Ana Maria Araújo Freire, a foreword by Martin Carnoy, a preface by Ladislau Dowbor, as well as a substantive new introduction by Antonia Darder, who holds the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University, USA.Translated by Donaldo Macedo and Alexandre Oliveira.
The Pedagogy of the Open Society: Knowledge and the Governance of Higher Education (Open Education #1)
by Michael A. Peters Tze-Chang Liu David J. OndercinSocial processes and policies that foster openness as an overriding value as evidenced in the growth of open source, open access and open education and their convergences that characterize global knowledge communities that transcend borders of the nation-state. Openness seems also to suggest political transparency and the norms of open inquiry, indeed, even democracy itself as both the basis of the logic of inquiry and the dissemination of its results. Openness is a value and philosophy that also offers us a means for transforming our institutions and our practices. This book examines the interface between learning, pedagogy and economy in terms of the potential of open institutions to transform and revitalize education in the name of the public good.