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Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy
by Joe Norris Richard D. SawyerThis book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice, the editors and contributors promote personal reflexivity and changes in practice. Education, drama, nursing counselling, and art in classroom, university, and larger professional spaces are examined by students, teachers, and practitioners using duoethnography to become more aware, dialogic, imaginative, and relational in their teaching.
Theorizing Equity in the Museum: Integrating Perspectives from Research and Practice (Routledge Research in Museum Studies)
by Bronwyn Bevan Bahia RamosTheorizing Equity in the Museum integrates the perspectives of learning researchers and museum practitioners to shed light on the deep-seated structures that must be accounted for if the field is to move past aspirations and rhetoric and towards more inclusive practices. Written during a time when museums around the world were being forced to reckon with their institutional practices of exclusion; their histories of colonization, both cultural and intellectual; and, for many, their tenuous business models, the chapters leverage a range of theoretical perspectives to explore lived experiences of working in the museum towards changing the museum. Theories of spatial justice, critical pedagogy, culturally relevant pedagogy, critical race theory, and others are used to consider how the museum’s dominant cultural structures and norms collide with museum professionals’ aspirations for inclusive practices. The chapters present a mix of empirical research and reflections, which collectively operate to theorize the museum as a potential force for enriching, empowering, and transforming an inclusive public’s relationship with some of our most powerful ideas and aspirations. But first they must change, from the inside out. Grounded in practice and practical problems, Theorizing Equity in the Museum demonstrates how theory can be used as a practical tool for change. As a result the book will be of interest to academics and students engaged in the study of museums, education, learning and culture, as well as to museum practitioners with an interest in equity and inclusion.
Theorizing Equity in the Museum: Integrating Perspectives from Research and Practice (Routledge Research in Museum Studies)
by Bronwyn Bevan and Bahia RamosTheorizing Equity in the Museum integrates the perspectives of learning researchers and museum practitioners to shed light on the deep-seated structures that must be accounted for if the field is to move past aspirations and rhetoric and towards more inclusive practices. Written during a time when museums around the world were being forced to reckon with their institutional practices of exclusion; their histories of colonization, both cultural and intellectual; and, for many, their tenuous business models, the chapters leverage a range of theoretical perspectives to explore lived experiences of working in the museum towards changing the museum. Theories of spatial justice, critical pedagogy, culturally relevant pedagogy, critical race theory, and others are used to consider how the museum’s dominant cultural structures and norms collide with museum professionals’ aspirations for inclusive practices. The chapters present a mix of empirical research and reflections, which collectively operate to theorize the museum as a potential force for enriching, empowering, and transforming an inclusive public’s relationship with some of our most powerful ideas and aspirations. But first they must change, from the inside out. Grounded in practice and practical problems, Theorizing Equity in the Museum demonstrates how theory can be used as a practical tool for change. As a result the book will be of interest to academics and students engaged in the study of museums, education, learning and culture, as well as to museum practitioners with an interest in equity and inclusion.
Theorizing Identities and Social Action (Identity Studies in the Social Sciences)
by M. WetherellThis collection brings together leading scholars to explore the 'doing' and 'making' of identities. Drawing on the highly innovative ESRC Identities and Social Action Programme, the chapters take core social actions – such as performing, excluding, mixing, bonding – and demonstrate how social practices and identities unfold together.
Theorizing Music Evolution: Darwin, Spencer, and the Limits of the Human (Oxford Studies in Music Theory)
by Miriam PiilonenWhat did historical evolutionists such as Charles Darwin and Herbert Spencer have to say about music? What role did music play in their evolutionary theories? What were the values and limits of these evolutionist turns of thought, and in what ways have they endured in present-day music research? Theorizing Music Evolution: Darwin, Spencer, and the Limits of the Human is a critical examination of ideas about musical origins, emphasizing nineteenth-century theories of music in the evolutionist writings of Darwin and Spencer. Author Miriam Piilonen argues for the significance of this Victorian music-evolutionism in light of its ties to a recently revitalized subfield of evolutionary musicology. Taking an interdisciplinary approach to music theorizing, Piilonen explores how historical thinkers constructed music in evolutionist terms and argues for an updated understanding of music as an especially fraught area of evolutionary thought. In this book, Piilonen delves into how historical evolutionists, in particular Darwin and Spencer, developed and applied a concept of music that served as a boundary-drawing device, used to trace or obscure the conceptual borders between human and animal. She takes as primary texts the early evolutionary treatises that double as theoretical accounts of music's origins. For Darwin, music served as a kind of proto-language common to humans and animals alike; he heard the songs of birds and the chirps of mice as musical, as articulated in texts such as The Descent of Man (1871) and The Expression of the Emotions in Man and Animals (1872). Spencer, on the other hand, viewed music as a specifically human stage of evolutionary advance, beyond language acquisition, as outlined in his essay, "The Origin and Function of Music" (1857). These competing views established radically different perspectives on the origin and function of music in human cultural expression, while at the same time being mutually constitutive of one another. A ground-breaking contribution to music theory and histories of science, Theorizing Music Evolution turns to music evolution with an eye toward disrupting and intervening in these questions as they recur in the present.
Theorizing Music Evolution: Darwin, Spencer, and the Limits of the Human (Oxford Studies in Music Theory)
by Miriam PiilonenWhat did historical evolutionists such as Charles Darwin and Herbert Spencer have to say about music? What role did music play in their evolutionary theories? What were the values and limits of these evolutionist turns of thought, and in what ways have they endured in present-day music research? Theorizing Music Evolution: Darwin, Spencer, and the Limits of the Human is a critical examination of ideas about musical origins, emphasizing nineteenth-century theories of music in the evolutionist writings of Darwin and Spencer. Author Miriam Piilonen argues for the significance of this Victorian music-evolutionism in light of its ties to a recently revitalized subfield of evolutionary musicology. Taking an interdisciplinary approach to music theorizing, Piilonen explores how historical thinkers constructed music in evolutionist terms and argues for an updated understanding of music as an especially fraught area of evolutionary thought. In this book, Piilonen delves into how historical evolutionists, in particular Darwin and Spencer, developed and applied a concept of music that served as a boundary-drawing device, used to trace or obscure the conceptual borders between human and animal. She takes as primary texts the early evolutionary treatises that double as theoretical accounts of music's origins. For Darwin, music served as a kind of proto-language common to humans and animals alike; he heard the songs of birds and the chirps of mice as musical, as articulated in texts such as The Descent of Man (1871) and The Expression of the Emotions in Man and Animals (1872). Spencer, on the other hand, viewed music as a specifically human stage of evolutionary advance, beyond language acquisition, as outlined in his essay, "The Origin and Function of Music" (1857). These competing views established radically different perspectives on the origin and function of music in human cultural expression, while at the same time being mutually constitutive of one another. A ground-breaking contribution to music theory and histories of science, Theorizing Music Evolution turns to music evolution with an eye toward disrupting and intervening in these questions as they recur in the present.
Theorizing Pedagogical Interaction: Insights from Conversation Analysis (Routledge Research in Education)
by Hansun Zhang WaringPedagogical interaction can be observed through many different landscapes, such as the graduate seminar, the writing skills center, the after-school literacy program, adult ESL classrooms, and post-observation conferences. By viewing these settings through the lens of conversation analysis, this volume lays the groundwork for three principles of pedagogical interaction: competence, complexity, and contingency. The author explores these principles and how they inform what makes a good teacher, how people learn, and why certain pedagogical encounters are more enlightening than others. Drawn from the author’s original research in various pedagogical settings, this volume collects empirical insights from conversation analysis and contributes to theory building. Theorizing Pedagogical Interaction will appeal to students and scholars in applied linguistics, educational linguistics, and communication studies who are interested in the discourse of teaching and learning.
Theorizing Pedagogical Interaction: Insights from Conversation Analysis (Routledge Research in Education)
by Hansun Zhang WaringPedagogical interaction can be observed through many different landscapes, such as the graduate seminar, the writing skills center, the after-school literacy program, adult ESL classrooms, and post-observation conferences. By viewing these settings through the lens of conversation analysis, this volume lays the groundwork for three principles of pedagogical interaction: competence, complexity, and contingency. The author explores these principles and how they inform what makes a good teacher, how people learn, and why certain pedagogical encounters are more enlightening than others. Drawn from the author’s original research in various pedagogical settings, this volume collects empirical insights from conversation analysis and contributes to theory building. Theorizing Pedagogical Interaction will appeal to students and scholars in applied linguistics, educational linguistics, and communication studies who are interested in the discourse of teaching and learning.
Theorizing Shadow Education and Academic Success in East Asia: Understanding the Meaning, Value, and Use of Shadow Education by East Asian Students (Studies in Curriculum Theory Series)
by Young Chun Kim Jung-Hoon JungThis volume tackles perceived myths surrounding the academic excellence of East Asian students, and moves beyond Western understandings to offer in-depth analysis of the crucial role that shadow education plays in students’ academic success. Featuring a broad range of contributions from countries including Japan, China, Taiwan, and Singapore, chapters draw on rich qualitative research to foreground the lived experiences of students, teachers, and parents in East Asian countries. In doing so, the text provides indigenous insights into the uses, values, and meanings of shadow education and highlights unknown cultural and regional aspects, as well as related phenomena including trans-boundary learning culture, nomadic learning, individualized learning, and the post-schooling era. Ultimately challenging the previously dominating Western perspective around shadow education, the volume offers innovative theorization to highlight shadow education as a phenomenon which cannot be overlooked in discussion of East Asian educational performance, systems, and policy more broadly. Offering pioneering insights into the growing phenomenon of shadow education, this text will benefit researchers, academics, and educators with an interest in international and comparative education, curriculum studies, and East Asian educational practices and policy. Those interested in the sociology of education and educational policy will also benefit from this book.
Theorizing Shadow Education and Academic Success in East Asia: Understanding the Meaning, Value, and Use of Shadow Education by East Asian Students (Studies in Curriculum Theory Series)
by Young Chun Kim Jung-Hoon JungThis volume tackles perceived myths surrounding the academic excellence of East Asian students, and moves beyond Western understandings to offer in-depth analysis of the crucial role that shadow education plays in students’ academic success. Featuring a broad range of contributions from countries including Japan, China, Taiwan, and Singapore, chapters draw on rich qualitative research to foreground the lived experiences of students, teachers, and parents in East Asian countries. In doing so, the text provides indigenous insights into the uses, values, and meanings of shadow education and highlights unknown cultural and regional aspects, as well as related phenomena including trans-boundary learning culture, nomadic learning, individualized learning, and the post-schooling era. Ultimately challenging the previously dominating Western perspective around shadow education, the volume offers innovative theorization to highlight shadow education as a phenomenon which cannot be overlooked in discussion of East Asian educational performance, systems, and policy more broadly. Offering pioneering insights into the growing phenomenon of shadow education, this text will benefit researchers, academics, and educators with an interest in international and comparative education, curriculum studies, and East Asian educational practices and policy. Those interested in the sociology of education and educational policy will also benefit from this book.
Theorizing Teaching: Current Status and Open Issues
by Anna-Katharina Praetorius Charalambos Y. CharalambousThis open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be reached on the areas of divergence. The book concludes by discussing lessons learned from this endeavor and outlines steps that need to be taken for advancing future work on theorizing teaching. As such, the book is aimed at readers interested in an overview of the theorizing of teaching and key open questions that, if addressed, help to move the field forward.
Theorizing Teaching and Learning in Asia and Europe: A Conversation between Chinese Curriculum and European Didactics (Asia-Europe Education Dialogue)
by John Chi-Kin Lee Kerry J. KennedyThere has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design
Theorizing Teaching and Learning in Asia and Europe: A Conversation between Chinese Curriculum and European Didactics (Asia-Europe Education Dialogue)
by John Chi-Kin Lee Kerry J. KennedyThere has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design
Theorizing the Future of Science Education Research (Contemporary Trends and Issues in Science Education #49)
by Vaughan Prain Brian HandThis book reviews the current state of theoretical accounts of the what and how of science learning in schools. The book starts out by presenting big-picture perspectives on key issues. In these first chapters, it focuses on the range of resources students need to acquire and refine to become successful learners. It examines meaningful learner purposes and processes for doing science, and structural supports to optimize cognitive engagement and success. Subsequent chapters address how particular purposes, resources and experiences can be conceptualized as the basis to understand current practices. They also show how future learning opportunities should be designed, lived and reviewed to promote student engagement/learning. Specific topics include insights from neuro-imaging, actor-network theory, the role of reasoning in claim-making for learning in science, and development of disciplinary literacies, including writing and multi-modal meaning-making. All together the book offers leads to science educators on theoretical perspectives that have yielded valuable insights into science learning. In addition, it proposes new agendas to guide future practices and research in this subject.
Theorizing the Resilience of American Higher Education: How Colleges and Universities Adapt to Changing Social and Economic Conditions
by Geoffrey M. CoxThis book proposes a new theory of change in American higher education that explains the resilience of colleges and universities, and demonstrates how they adapt to new social and economic conditions. It argues that the demands for new educational missions, new sources of capital to finance innovation, and new organizational and governance models lead to the creation of institutional diversity. Using the theory of “accretive change” to predict future changes, this volume asserts that the rise of artificial intelligence and new investment models within the field of social entrepreneurship will shape the next wave of universities and educational institutions.
Theorizing the Resilience of American Higher Education: How Colleges and Universities Adapt to Changing Social and Economic Conditions
by Geoffrey M. CoxThis book proposes a new theory of change in American higher education that explains the resilience of colleges and universities, and demonstrates how they adapt to new social and economic conditions. It argues that the demands for new educational missions, new sources of capital to finance innovation, and new organizational and governance models lead to the creation of institutional diversity. Using the theory of “accretive change” to predict future changes, this volume asserts that the rise of artificial intelligence and new investment models within the field of social entrepreneurship will shape the next wave of universities and educational institutions.
Theory and Concepts of English for Academic Purposes
by Ian BruceThis book applies theory and research findings to the design of English for Academic Purposes courses. Drawing on approaches to researching academic communities, needs analysis and genre theory, a systematic approach to syllabus and curriculum development is proposed and used as the basis for detailed consideration of tasks and skills development.
Theory and Educational Research: Toward Critical Social Explanation (Critical Youth Studies)
by Jean AnyonMost empirical researchers avoid the use of theory in their studies, providing data but little or no social explanation. Theoreticians, on the other hand, rarely test their ideas with empirical projects. As this groundbreaking volume makes clear, however, neither data nor theory alone is adequate to the task of social explanation—rather they form and inform each other as the inquiry process unfolds. Theory and Educational Research bridges the age-old theory/research divide by demonstrating how researchers can use critical social theory to determine appropriate empirical research strategies, and extend the analytical, critical – and sometimes emancipatory – power of data gathering and interpretation. Each chapter models a theoretically informed empiricism that places the data research yields in constant conversation with theoretical arsenals of powerful concepts. Personal reflections following each chapter chronicle the contributors’ trajectories of struggle and triumph utilizing theory and its powers in research. In the end this rich collection teaches education scholars how to deliberately engage with critical social theory in research to produce work that is simultaneously theoretically inspired, politically engaged, and empirically evocative.
Theory and Educational Research: Toward Critical Social Explanation (Critical Youth Studies)
by Jean AnyonMost empirical researchers avoid the use of theory in their studies, providing data but little or no social explanation. Theoreticians, on the other hand, rarely test their ideas with empirical projects. As this groundbreaking volume makes clear, however, neither data nor theory alone is adequate to the task of social explanation—rather they form and inform each other as the inquiry process unfolds. Theory and Educational Research bridges the age-old theory/research divide by demonstrating how researchers can use critical social theory to determine appropriate empirical research strategies, and extend the analytical, critical – and sometimes emancipatory – power of data gathering and interpretation. Each chapter models a theoretically informed empiricism that places the data research yields in constant conversation with theoretical arsenals of powerful concepts. Personal reflections following each chapter chronicle the contributors’ trajectories of struggle and triumph utilizing theory and its powers in research. In the end this rich collection teaches education scholars how to deliberately engage with critical social theory in research to produce work that is simultaneously theoretically inspired, politically engaged, and empirically evocative.
Theory and Method in Biblical and Cuneiform Law: Revision, Interpolation and Development (The Library of Hebrew Bible/Old Testament Studies)
by Bernard M. LevinsonThe essays in this volume focus on two crucial topics that have been given short shrift in the contemporary debate on the composition and formation of the Pentateuch: (1) biblical law, and the development of Israelite legal institutions; (2) the significance of ancient Near Eastern law for developing a proper model for the composition and editorial history of the Pentateuch. To correct the imbalance, the focus of this volume is on whether the biblical and cuneiform legal corpora underwent a process of literary revision and interpolation that reflects legal, social, and theological development. If so, what is the nature of this development and the evidence for it? If not, how are the textual phenomena otherwise to be explained? The contributors are Raymond Westbrook, Bernard M. Levinson, Samuel Greengus, Martin Buss, Sophie Lafont, Victor H. Matthews, William Morrow, Dale Patrick, and Eckart Otto. The volume will be of interest to students and specialists in biblical law, pentateuchal studies, and comparative legal history.
Theory and Method in Higher Education Research (Theory and Method in Higher Education Research #3)
by Jeroen Huisman Malcolm TightTheory and Method in Higher Education Research provides a forum specifically for higher education researchers to discuss issues of theory and method. This latest collection includes discussion of a variety of theories, including; complex systems theory, organisational identity, curriculum theory, knowledge management framework, evaluation-based decision-making, and the market-university. It also includes a number of chapters focused on methods, including mixed methods and virtual ethnography, as well as a chapter situated between theory and method on the network paradigm. This latest volume presents a truly international approach with contributions from Argentina, Belgium, Canada, the Czech Republic, Finland, Germany, Norway, Portugal, the U.K. and the U.S. to provide an important contribution to international debates regarding the application and development of theory and methodology in researching higher education that will be relevant to researchers globally.
Theory and Method in Higher Education Research (Theory and Method in Higher Education Research #3)
by Jeroen Huisman Malcolm TightTheory and Method in Higher Education Research provides a forum specifically for higher education researchers to discuss issues of theory and method. This latest collection includes discussion of a variety of theories, including; complex systems theory, organisational identity, curriculum theory, knowledge management framework, evaluation-based decision-making, and the market-university. It also includes a number of chapters focused on methods, including mixed methods and virtual ethnography, as well as a chapter situated between theory and method on the network paradigm. This latest volume presents a truly international approach with contributions from Argentina, Belgium, Canada, the Czech Republic, Finland, Germany, Norway, Portugal, the U.K. and the U.S. to provide an important contribution to international debates regarding the application and development of theory and methodology in researching higher education that will be relevant to researchers globally.
Theory and Method in Higher Education Research (Theory and Method in Higher Education Research #4)
by Jeroen Huisman Malcolm TightHigher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies are being applied. This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, topic modelling, geometric data analysis, creativity and playfulness, longitudinal network analysis, grounded theory methods and autonetnography.
Theory and Method in Higher Education Research (Theory and Method in Higher Education Research #4)
by Jeroen Huisman Malcolm TightHigher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies are being applied. This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, topic modelling, geometric data analysis, creativity and playfulness, longitudinal network analysis, grounded theory methods and autonetnography.
Theory and Method in Higher Education Research (Theory and Method in Higher Education Research #2)
by Jeroen Huisman Malcolm TightHigher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied. This volume of Theory and Method in Higher Education Research contains contemporary contributions to international debates regarding the application and development of theory and methodology in researching higher education. Amongst the theories discussed are actor-network theory, institutional logics, strategic positioning and threshold concepts. In terms of method and methodology, contributions consider validity in qualitative research, measuring competences, international-comparative research, shadowing, participatory research and participant-centred approaches to interviewing.