- Table View
- List View
Reconfiguring the Natures of Childhood (Contesting Early Childhood Ser.)
by Affrica TaylorIn this fascinating new book, Affrica Taylor encourages an exciting paradigmatic shift in the ways in which childhood and nature are conceived and pedagogically deployed, and invites readers to critically reassess the naturalist childhood discourses that are rife within popular culture and early years education.Through adopting a common worlds fram
Reconnect: Building School Culture for Meaning, Purpose, and Belonging
by Doug Lemov Hilary Lewis Darryl Williams Denarius FrazierPractical solutions to counter the isolation felt by K-12 students in a resource-challenged education system In Reconnect: Building School Culture for Meaning, Purpose, and Belonging, a team of distinguished educators from Teach Like a Champion and Uncommon Schools deliver practical guidance and concrete advice for teachers, administrators, and community members who seek to dramatically improve the lives of children and young people by fostering a sense of belonging in schools. In the book, you&’ll find hands-on solutions to build or rebuild students&’ sense of shared work and community in an era of increasing isolation and disconnections. The authors draw on extensive experience with high-performing schools to show you how to build environments that allow young people to thrive and socialize them to become citizens who seek the well-being of those around them. You&’ll also get: Complimentary access to videos and downloadable assets you can use both within and outside of the classroom Actionable strategies for countering the increasing isolation of students that has been aggravated by remote learning Useful ways to facilitate positive and beneficial peer-to-peer interactions between studentsA can&’t-miss resource for K-12 teachers and administrators working in public, private, or charter schools, especially those in underserved communities, Reconnect will also prove a practical guide for parents and community members involved in the education of local children and young people.
Reconnect: Building School Culture for Meaning, Purpose, and Belonging
by Doug Lemov Hilary Lewis Darryl Williams Denarius FrazierPractical solutions to counter the isolation felt by K-12 students in a resource-challenged education system In Reconnect: Building School Culture for Meaning, Purpose, and Belonging, a team of distinguished educators from Teach Like a Champion and Uncommon Schools deliver practical guidance and concrete advice for teachers, administrators, and community members who seek to dramatically improve the lives of children and young people by fostering a sense of belonging in schools. In the book, you&’ll find hands-on solutions to build or rebuild students&’ sense of shared work and community in an era of increasing isolation and disconnections. The authors draw on extensive experience with high-performing schools to show you how to build environments that allow young people to thrive and socialize them to become citizens who seek the well-being of those around them. You&’ll also get: Complimentary access to videos and downloadable assets you can use both within and outside of the classroom Actionable strategies for countering the increasing isolation of students that has been aggravated by remote learning Useful ways to facilitate positive and beneficial peer-to-peer interactions between studentsA can&’t-miss resource for K-12 teachers and administrators working in public, private, or charter schools, especially those in underserved communities, Reconnect will also prove a practical guide for parents and community members involved in the education of local children and young people.
Reconnection: Countering Social Exclusion through Situated Learning (Lifelong Learning Book Series #2)
by Karen Evans Beatrix NiemeyerThis book is based on the work of a European partnership, whose members came together from Belgium England Finland Germany Portugal and Greece with the support of funding from the EU Socrates Programme. Our goal was to work collaboratively to generate new ways of thinking about the situation of people aged between 14 and 25 who are at risk of (or experiencing) social exclusion, set in the context of a unique international analysis of policies, contexts and perspectives on the problems of social exclusion in Europe and the challenges of promoting lifelong learning among those who have rejected it early in life. We set out to examine programmes which help people to RE-ENTER pathways of education and training, but ended with approaches which are better characterised by their ability to RECONNECT people, not only to opportunities in the social structures but also to each other and to their communities We have developed new models and guidelines based on analysis of the best of European practice using the distinctive approaches of 'situated learning'. By an iterative and collaborative method of working, we have arrived at the concept and approaches of Learning Communities Centred on Practice (LCPs), which lie at the heart of this volume.
Reconsidering Canadian Curriculum Studies: Provoking Historical, Present, and Future Perspectives (Curriculum Studies Worldwide)
by Nicholas Ng-A-Fook Jennifer RottmannComprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.
Reconsidering Conceptual Change: Issues in Theory and Practice
by LuciaMason MargaritaLimónThis book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.
Reconsidering Dementia Narratives: Empathy, Identity and Care (Routledge Advances in the Medical Humanities)
by Rebecca BitencReconsidering Dementia Narratives explores the role of narrative in developing new ways of understanding, interacting with, and caring for people with dementia. It asks how the stories we tell about dementia – in fiction, life writing and film – both reflect and shape the way we think about this important condition. Highlighting the need to attend to embodied and relational aspects of identity in dementia, the study further outlines ways in which narratives may contribute to dementia care, while disputing the idea that the modes of empathy fostered by narrative necessarily bring about more humane care practices. This cross-medial analysis represents an interdisciplinary approach to dementia narratives which range across auto/biography, graphic narrative, novel, film, documentary and collaborative storytelling practices. The book aims to clarify the limits and affordances of narrative, and narrative studies, in relation to an ethically driven medical humanities agenda through the use of case studies. Answering the key question of whether dementia narratives align with or run counter to the dominant discourse of dementia as ‘loss of self’, this innovative book will be of interest to anyone interested in dementia studies, ageing studies, narrative studies in health care, and critical medical humanities.
Reconsidering Dementia Narratives: Empathy, Identity and Care (Routledge Advances in the Medical Humanities)
by Rebecca BitencReconsidering Dementia Narratives explores the role of narrative in developing new ways of understanding, interacting with, and caring for people with dementia. It asks how the stories we tell about dementia – in fiction, life writing and film – both reflect and shape the way we think about this important condition. Highlighting the need to attend to embodied and relational aspects of identity in dementia, the study further outlines ways in which narratives may contribute to dementia care, while disputing the idea that the modes of empathy fostered by narrative necessarily bring about more humane care practices. This cross-medial analysis represents an interdisciplinary approach to dementia narratives which range across auto/biography, graphic narrative, novel, film, documentary and collaborative storytelling practices. The book aims to clarify the limits and affordances of narrative, and narrative studies, in relation to an ethically driven medical humanities agenda through the use of case studies. Answering the key question of whether dementia narratives align with or run counter to the dominant discourse of dementia as ‘loss of self’, this innovative book will be of interest to anyone interested in dementia studies, ageing studies, narrative studies in health care, and critical medical humanities.
Reconsidering English Studies in Indian Higher Education (Routledge Research in Higher Education)
by Suman Gupta Richard Allen Subarno Chattarji Supriya ChaudhuriThis book examines the status of English Studies in India, aspirations pinned on the subject by students, teachers, policy-makers and society in general, and how these are addressed at the higher education level. It presents analytical background discussions of the history and policy environment, and offers open-ended, multi-faceted and multi-vocal accounts of particular aspects of contemporary Indian English Studies, including curriculum, pedagogy, research, employment, relation to Indian vernaculars and translation studies. Reconsidering English Studies in Indian Higher Education is an invaluable source for anyone interested in: The relevant histories and higher education policies Professional concerns, including employment, management, teaching and scholarly practices, and negotiations in terms of socio-cultural life Student attitudes, experiences and aspirations Management ethos and academic work in a comparative perspective, informed by the situation and debates in the United Kingdom and United States of America The context of global English Studies and globalization The book will be of primary interest to academic readers such as students, teachers and researchers in English Studies in India, Britain and wherever the discipline is pursued at higher education level Suman Gupta is Professor and Chair in Literature and Cultural History at The Open University. Richard Allen is Professor Emeritus at the Department of English at The Open University. Subarno Chattarji is Associate Professor at the Department of English, University of Delhi. Supriya Chaudhuri is Professor Emeritus at the Department of English, Jadavpur University, Kolkata.
Reconsidering English Studies in Indian Higher Education (Routledge Research in Higher Education)
by Suman Gupta Richard Allen Subarno Chattarji Supriya ChaudhuriThis book examines the status of English Studies in India, aspirations pinned on the subject by students, teachers, policy-makers and society in general, and how these are addressed at the higher education level. It presents analytical background discussions of the history and policy environment, and offers open-ended, multi-faceted and multi-vocal accounts of particular aspects of contemporary Indian English Studies, including curriculum, pedagogy, research, employment, relation to Indian vernaculars and translation studies. Reconsidering English Studies in Indian Higher Education is an invaluable source for anyone interested in: The relevant histories and higher education policies Professional concerns, including employment, management, teaching and scholarly practices, and negotiations in terms of socio-cultural life Student attitudes, experiences and aspirations Management ethos and academic work in a comparative perspective, informed by the situation and debates in the United Kingdom and United States of America The context of global English Studies and globalization The book will be of primary interest to academic readers such as students, teachers and researchers in English Studies in India, Britain and wherever the discipline is pursued at higher education level Suman Gupta is Professor and Chair in Literature and Cultural History at The Open University. Richard Allen is Professor Emeritus at the Department of English at The Open University. Subarno Chattarji is Associate Professor at the Department of English, University of Delhi. Supriya Chaudhuri is Professor Emeritus at the Department of English, Jadavpur University, Kolkata.
Reconsidering Inclusion: Sustaining and building inclusive practices in schools
by Alison EkinsInformed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff’s social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level.Reconsidering Inclusion is suitable for all those interested in inclusive practice and provides a much needed critical insight into inclusive practices in schools
Reconsidering Inclusion: Sustaining and building inclusive practices in schools
by Alison EkinsInformed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, Reconsidering Inclusion shows how staff’s social and emotional relationships can sustain and build inclusive practices. Providing engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level.Reconsidering Inclusion is suitable for all those interested in inclusive practice and provides a much needed critical insight into inclusive practices in schools
Reconsidering Johannine Christianity: A Social Identity Approach (BibleWorld)
by Raimo HakolaReconsidering Johannine Christianity presents a full-scale application of social identity approach to the Johannine writings. This book reconsiders a widely held scholarly assumption that the writings commonly taken to represent Johannine Christianity – the Gospel of John and the First, Second and Third Epistles of John – reflect the situation of an introverted early Christian group. It claims that dualistic polarities appearing in these texts should be taken as attempts to construct a secure social identity, not as evidence of social isolation. While some scholars (most notably, Richard Bauckham) have argued that the New Testament gospels were not addressed to specific early Christian communities but to all Christians, this book proposes that we should take different branches of early Christianity, not as localized and closed groups, but as imagined communities that envision distinct early Christian identities. It also reassesses the scholarly consensus according to which the Johannine Epistles presuppose and build upon the finished version of the Fourth Gospel and argues that the Johannine tradition, already in its initial stages, was diverse.
Reconsidering Johannine Christianity: A Social Identity Approach (BibleWorld)
by Raimo HakolaReconsidering Johannine Christianity presents a full-scale application of social identity approach to the Johannine writings. This book reconsiders a widely held scholarly assumption that the writings commonly taken to represent Johannine Christianity – the Gospel of John and the First, Second and Third Epistles of John – reflect the situation of an introverted early Christian group. It claims that dualistic polarities appearing in these texts should be taken as attempts to construct a secure social identity, not as evidence of social isolation. While some scholars (most notably, Richard Bauckham) have argued that the New Testament gospels were not addressed to specific early Christian communities but to all Christians, this book proposes that we should take different branches of early Christianity, not as localized and closed groups, but as imagined communities that envision distinct early Christian identities. It also reassesses the scholarly consensus according to which the Johannine Epistles presuppose and build upon the finished version of the Fourth Gospel and argues that the Johannine tradition, already in its initial stages, was diverse.
Reconsidering Open and Distance Learning in the Developing World: Meeting Students' Learning Needs (Open and Flexible Learning Series)
by David KemberDistance learning is now more prevalent in the developing world than ever before. This book reconsiders the suitability and success of established modes of distance learning for current contexts in the developing world. It examines what adaptations are necessary to suit shifting needs including: the move from elite to mass higher education increased emphasis on knowledge base economies greater demand for lifelong learning and professional development the effects of technical and societal changes demand for post-secondary education. Drawing upon research into students' conceptions of, and approaches to learning, this critical analysis of the state of open and flexible learning examines the characteristics, needs and learning approaches of students, considering whether or not current provision is successful, what changes are necessary, and, crucially, how student retention can be improved.
Reconsidering Open and Distance Learning in the Developing World: Meeting Students' Learning Needs (Open and Flexible Learning Series)
by David KemberDistance learning is now more prevalent in the developing world than ever before. This book reconsiders the suitability and success of established modes of distance learning for current contexts in the developing world. It examines what adaptations are necessary to suit shifting needs including: the move from elite to mass higher education increased emphasis on knowledge base economies greater demand for lifelong learning and professional development the effects of technical and societal changes demand for post-secondary education. Drawing upon research into students' conceptions of, and approaches to learning, this critical analysis of the state of open and flexible learning examines the characteristics, needs and learning approaches of students, considering whether or not current provision is successful, what changes are necessary, and, crucially, how student retention can be improved.
Reconsidering Primary Literacy: Enabling Children to Become Critically Literate
by Kelly StoneThis is an accessible guide to critical literacy, a process in which learners are encouraged to challenge and critique language and social practices and actively transform what they see as unjust or unfair. Crucial critical literacy concepts such as access, power, reconstruction and transformation are explored in respect of both the wider literature and as they relate to the experiences and practices of those educators who feature in the book. The key practice areas for developing children’s criticality are also covered, including the use of toys, children’s literature, comic books and graphic novels, photographs and new technologies. Threaded throughout the book are the intersecting social justice issues of gender, race, disability, displacement and social class. Material is drawn primarily from educators’ own narratives about transformative change in their practice – including their struggles to understand and enact critical literacy – alongside examples of their pedagogies for social change. The author identifies a number of clear directions for educators interested in using a critical pedagogical approach in their work with children and young people – helping them to understand what critical literacy is; how they can weave it into their own practices; with which ages, stages and grades critical literacy can be used; and how they can get started using critical literacy in their classrooms.
Reconsidering Primary Literacy: Enabling Children to Become Critically Literate
by Kelly StoneThis is an accessible guide to critical literacy, a process in which learners are encouraged to challenge and critique language and social practices and actively transform what they see as unjust or unfair. Crucial critical literacy concepts such as access, power, reconstruction and transformation are explored in respect of both the wider literature and as they relate to the experiences and practices of those educators who feature in the book. The key practice areas for developing children’s criticality are also covered, including the use of toys, children’s literature, comic books and graphic novels, photographs and new technologies. Threaded throughout the book are the intersecting social justice issues of gender, race, disability, displacement and social class. Material is drawn primarily from educators’ own narratives about transformative change in their practice – including their struggles to understand and enact critical literacy – alongside examples of their pedagogies for social change. The author identifies a number of clear directions for educators interested in using a critical pedagogical approach in their work with children and young people – helping them to understand what critical literacy is; how they can weave it into their own practices; with which ages, stages and grades critical literacy can be used; and how they can get started using critical literacy in their classrooms.
Reconsidering Resilience in Education: An Exploration using the Dynamic Interactive Model of Resilience
by Adeela Ahmed Shafi Tristan Middleton Richard Millican Sian TempletonThis book explores the concept of resilience and its significance in responding to a rapid and ever-changing globalised world whilst critiquing its ‘buzzword’ status in contemporary times. Drawing on research from a range of educational settings, the book demonstrates that the resilience of individuals and their surrounding systems should not be viewed in isolation and that the interplay between individual resilience, community resilience and resilient societies is complex and symbiotic. On this basis, it illustrates that efforts to promote resilience would benefit from a systems approach capable of coping with this complexity.Using the ideas of agency and the power of self-determinism, a development of Bronfenbrenner's bio-ecological model is presented to illustrate the complexity of their interplay. Existing models of resilience are developed with the book offering the Dynamic Interactive Model of Resilience (DIMoR) as a way to analyse and support resilience which moves beyond a reductionist, descriptive and ‘fashionable’ presentation of resilience.
Reconsidering The Role of Play in Early Childhood: Towards Social Justice and Equity
by Julie NicholsonReconsidering the Role of Play in Early Childhood: Towards Social Justice and Equity—a compilation of current play research in early childhood education and care—challenges, disrupts, and reexamines conventional perspectives on play. By highlighting powerful and provocative studies from around the world that attend to the complexities and diverse contexts of children’s play, the issues of social justice and equity related to play are made visible. This body of work is framed by the phenomenological viewpoint that presumes equity is best confronted and improved through developing an expanded understanding of play in its multiple variations and dimensions. The play studies explore the potential and troubles of play in teaching and learning, children’s agency in play, the actual spaces where children play, and different perspectives of play based on identity and culture. The editors invite readers to use the research as an inspiration to reconsider their conceptions of play and to take action to work for a world where all children have access to play. This book was originally published as a special issue of Early Child Development and Care.
Reconsidering The Role of Play in Early Childhood: Towards Social Justice and Equity
by Julie M. Nicholson Debora B. WisneskiReconsidering the Role of Play in Early Childhood: Towards Social Justice and Equity—a compilation of current play research in early childhood education and care—challenges, disrupts, and reexamines conventional perspectives on play. By highlighting powerful and provocative studies from around the world that attend to the complexities and diverse contexts of children’s play, the issues of social justice and equity related to play are made visible. This body of work is framed by the phenomenological viewpoint that presumes equity is best confronted and improved through developing an expanded understanding of play in its multiple variations and dimensions. The play studies explore the potential and troubles of play in teaching and learning, children’s agency in play, the actual spaces where children play, and different perspectives of play based on identity and culture. The editors invite readers to use the research as an inspiration to reconsider their conceptions of play and to take action to work for a world where all children have access to play. This book was originally published as a special issue of Early Child Development and Care.
Reconsidering Science Learning
by Patricia Murphy Eileen Scanlon Jeff Thomas Elizabeth WhiteleggThis informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education.This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer.Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education.
Reconsidering Science Learning
by Eileen Scanlon Patricia Murphy Jeff Thomas Elizabeth WhiteleggThis informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education.This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer.Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education.
Reconsidering the Date and Provenance of the Book of Hosea: The Case for Persian-Period Yehud (The Library of Hebrew Bible/Old Testament Studies)
by James M. BosScholarship has viewed the book of Hosea as originating in eighth-century Israel before being taken to Judah, where it underwent one or more redactions in later centuries. However, evidence suggests that the book should be viewed as a Judahite text from the start, of late sixth or early fifth century B.C.E composition. The post-monarchic period in Yehud provides the most fitting context for the anti-monarchical ideology of the book, with the polemic against Benjamin explicable only as a result of the tension between the governing Saulides resident in Mizpah and the Judahite elite who had recently immigrated to Jerusalem from Mesopotamia in the late sixth century. The dual theme of Exile and Return present in the book is consistent with the discourse found in other sixth century Judahite books. Additionally, the book shows a broad familiarity with Judahite historiographic traditions, many of which are in all probability seventh century or later. Thus, the book of Hosea should be interpreted as a work by a Judahite scribe for a Judahite audience.
Reconstituting the Curriculum
by M. R. Islam Gary M. Zatzman Jaan S. IslamThis inspiring work presents a truly knowledge-based approach to education as an alternative to the current curriculum that is based on consolidating pre-conceived ideas. It demonstrates the advantages of the new curriculum, both in terms of acquiring knowledge and preventing current problems such as technological disasters, global injustice, and environmental destruction. It also shows how it can eliminate plagiarism, low retention in classrooms, non-representative grading, and other common problems. Examples are given from various disciplines, ranging from science and engineering to philosophy and law.