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Peasants, Entrepreneurs, And Social Change: Frontier Development In Lowland Bolivia
by Lesley GillFollowing the 1952 revolution in Bolivia, both state and international aid agencies channelled capital and technology to regional elites for the development of large-scale cash-crop agriculture in the lowland frontier. In this book, the author examines the contradictory path taken by capitalist development in the region over the last thirty years,
Peasants In Transition: The Changing Economy of the Peruvian Aymara:A General Systems Approach
by Ted Lewellen"The book is an important demonstration of the viability of General Systems Theory for anthropology. Among the surprising findings directly deriving from this approach is that the Aymara transition is a response not to inputs from the industrial sector, but to instabilities within the traditional Aymara economic system itself. The Systems Theory principle of the adaptive value of deviance is the basis for an in-depth analysis of the emergence of the Seventh-Day Adventists as a power-elite in many Aymara communities."
Peasants In Transition: The Changing Economy of the Peruvian Aymara:A General Systems Approach
by Ted Lewellen"The book is an important demonstration of the viability of General Systems Theory for anthropology. Among the surprising findings directly deriving from this approach is that the Aymara transition is a response not to inputs from the industrial sector, but to instabilities within the traditional Aymara economic system itself. The Systems Theory principle of the adaptive value of deviance is the basis for an in-depth analysis of the emergence of the Seventh-Day Adventists as a power-elite in many Aymara communities."
Peasants, Political Police, and the Early Soviet State: Surveillance and Accommodation under the New Economic Policy
by H. HudsonThis book combines social and institutional histories of Russia, focusing on the secret police and their evolving relationship with the peasantry. Based on an analysis of Cheka/OGPU reports, it argues that the police did not initially respond to peasant resistance to Bolshevik demands simply with the gun—rather, they listened to peasant voices.
Peasants, Politics and Revolution: Pressures Toward Political and Social Change in the Third World
by Joel S. MigdalDuring the last quarter century, peasant participation in politics has increased markedly in parts of Latin America and Asia. Why the poor and vulnerable peasant population has chosen to leave the confines of the village for political activity and at times for sustained revolution is the question this book explores. The author draws on informal interviews and observation of peasants in Mexico and India and on fifty-one community studies of peasants in Asia and Latin America compiled by ethnographers in the last forty years. He suggests that severe economic crises have driven peasants to roles in the larger economy outside the village, where they are initially attracted to politics by material incentives.Originally published in 1975.The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
The Peasants’ Revolt of Banten in 1888: Its Conditions, Course and Sequel. A Case Study of Social Movements in Indonesia (Verhandelingen van het Koninklijk Instituut voor Taal-, Land- en Volkenkunde #50)
by Sartono Kartodirdjo
Peasants under Siege: The Collectivization of Romanian Agriculture, 1949-1962
by Gail Kligman Katherine VerderyIn 1949, Romania's fledgling communist regime unleashed a radical and brutal campaign to collectivize agriculture in this largely agrarian country, following the Soviet model. Peasants under Siege provides the first comprehensive look at the far-reaching social engineering process that ensued. Gail Kligman and Katherine Verdery examine how collectivization assaulted the very foundations of rural life, transforming village communities that were organized around kinship and status hierarchies into segments of large bureaucratic organizations, forged by the language of "class warfare" yet saturated with vindictive personal struggles. Collectivization not only overturned property relations, the authors argue, but was crucial in creating the Party-state that emerged, its mechanisms of rule, and the "new persons" that were its subjects. The book explores how ill-prepared cadres, themselves unconvinced of collectivization's promises, implemented technologies and pedagogies imported from the Soviet Union through actions that contributed to the excessive use of force, which Party leaders were often unable to control. In addition, the authors show how local responses to the Party's initiatives compelled the regime to modify its plans and negotiate outcomes. Drawing on archival documents, oral histories, and ethnographic data, Peasants under Siege sheds new light on collectivization in the Soviet era and on the complex tensions underlying and constraining political authority.
Peasants under Siege: The Collectivization of Romanian Agriculture, 1949-1962
by Gail Kligman Katherine VerderyIn 1949, Romania's fledgling communist regime unleashed a radical and brutal campaign to collectivize agriculture in this largely agrarian country, following the Soviet model. Peasants under Siege provides the first comprehensive look at the far-reaching social engineering process that ensued. Gail Kligman and Katherine Verdery examine how collectivization assaulted the very foundations of rural life, transforming village communities that were organized around kinship and status hierarchies into segments of large bureaucratic organizations, forged by the language of "class warfare" yet saturated with vindictive personal struggles. Collectivization not only overturned property relations, the authors argue, but was crucial in creating the Party-state that emerged, its mechanisms of rule, and the "new persons" that were its subjects. The book explores how ill-prepared cadres, themselves unconvinced of collectivization's promises, implemented technologies and pedagogies imported from the Soviet Union through actions that contributed to the excessive use of force, which Party leaders were often unable to control. In addition, the authors show how local responses to the Party's initiatives compelled the regime to modify its plans and negotiate outcomes. Drawing on archival documents, oral histories, and ethnographic data, Peasants under Siege sheds new light on collectivization in the Soviet era and on the complex tensions underlying and constraining political authority.
Pease, Chitty and Cousins: Law of Markets and Fairs
by Edward Cousins Graham WilsonContaining in-depth commentary and analysis on the history of market and fair rights together with current developments in the law relating to franchise and statutory markets in the UK, this is the leading authority covering this complex area of law in the UK. Concentrating on certain aspects of practice and procedure, it provides practical guidance for local government and land law practitioners in the UK and Ireland, local authorities and private market officers. Offering legal analysis of all relevant UK and European legislation and case law, coverage includes: - practice and procedure in relation to rival markets and car boot sales by use of the tort of disturbance- UK regulation and control by means of byelaws, street trading and the laws relating to pedlars, tolls and stallage, and highway obstruction - the law of markets, fairs and street trading in the Republic of IrelandThis new edition also provides a practical toolkit of model byelaws and precedents for market officers and local authorities as well as analysis of EU implications post Brexit.
Pedagogical Journeys through World Politics (Political Pedagogies)
by Jamie FruehThis edited volume is a collection of twenty-three autobiographical narratives by successful teachers of global politics and international relations. The diverse contributors (from a variety of institutional contexts, sub-disciplines, and countries) describe their development as teachers, articulate mission statements for their teaching, and link both to pedagogical practices that exemplify their teaching philosophies. Rather than provide specific recipes for authoritative techniques, the essays empower readers as creative developers of their own approaches to teaching global politics. They demonstrate the multiple ways that instructors have grounded deliberate pedagogical designs in a variety of deeper philosophical commitments, and resources are provided to facilitate discussion and collaborative deliberation between groups of readers.
The Pedagogics of Liberation: A Latin American Philosophy of Education
by Enrique DusselEnrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation — and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel’s The Pedagogics of Liberation: A Latin American Philosophy of Education, the first English translation of Dussel’s thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel’s ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethics of Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher–student, politician–citizen, doctor–patient, philosopher–nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be (which Dussel, in a Latin American context, associates with dominant cultures) to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be “lo Mismo.” [The French in Levinas is “le Même,” and Backer and Diego have translated Dussel’s “lo Mismo” as “the Same.”] This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. “Pedagogics” should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel’s pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general.
Pedagogies and Curriculums to: Transnational Tales of Hope and Resistance (Cultural Studies and Transdisciplinarity in Education #3)
by Encarna RodríguezThis book discusses current market-based educational discourses and how they have undermined the notion of “the public” in public education by allowing private visions of education to define the public democratic imagination. Against this discouraging background, this text embraces Freire’s understanding of hope as an ontological need and calls for finding new public grounds for our public imagination. It further articulates Freire’s mandate to unveil historically concrete practices to sustain democratic educational visions, no matter how difficult this task may be, by (1) presenting an indepth description of the pedagogies and curriculums of eleven schools across historical and geographical locations that have worked or are still working with disenfranchised communities and that have publicly hoped for a better future for their students, and by (2) reflecting on how the stories of these schools offer us new opportunities to rethink our own pedagogical commitment to public visions of education. To promote this reflection, this book offers the notion of publicly imagined public education as a conceptual tool to help understand the historical and discursive specificity of schools’ hopes and to (re)claim public schools as legitimate sites of public imagination.
Pedagogies for Development: The Politics and Practice of Child-Centred Education in India (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #16)
by Arathi SriprakashPedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform. The book contributes to pressing debates about how ‘quality’ education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice.
Pedagogies of Educational Transitions: European and Antipodean Research (International Perspectives on Early Childhood Education and Development #16)
by Nadine Ballam Bob Perry Anders GarpelinThis book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.
Pedagogies of Widening Participation in Medical Settings: Addressing Under-representation through Partnership and Professionalism (Contemporary Pedagogies of Medical and Health Professions’ Education)
by Louise AlldridgeAddressing the fact that under-representation has been a concern for medical educators, medical councils, and the government for some time, this book presents the first evidence-based monograph for pedagogies that can be applied to all aspects of widening participation, tackling chronic under-representation in medical settings.Discussing implications that have international ramifications for the field, the chapters showcase a variety of case studies, research, and evaluations that draw on experiences and insights from a wide range of current practitioners, exploring topics such as outreach, access, selection, retention, and progression. From widening participation leads and officers to national representative bodies and students from medical schools nationwide, the book sets out perspectives, guidelines, and research that can be applied throughout the medical student life cycle. Novel in approach and timely in content, this edited collection coincides with the drive to increase social mobility and the proportion of medical students from educationally and socially disadvantaged backgrounds, directly tackling the class system and elitism present in the medical professions.This book will be of great benefit to scholars, researchers, and postgraduate students in the fields of medical education, multicultural education, and higher education, as well as those researching the idea of widening participation in the medical field and diversity in the professions more specifically.
Pedagogies of Widening Participation in Medical Settings: Addressing Under-representation through Partnership and Professionalism (Contemporary Pedagogies of Medical and Health Professions’ Education)
by Louise AlldridgeAddressing the fact that under-representation has been a concern for medical educators, medical councils, and the government for some time, this book presents the first evidence-based monograph for pedagogies that can be applied to all aspects of widening participation, tackling chronic under-representation in medical settings.Discussing implications that have international ramifications for the field, the chapters showcase a variety of case studies, research, and evaluations that draw on experiences and insights from a wide range of current practitioners, exploring topics such as outreach, access, selection, retention, and progression. From widening participation leads and officers to national representative bodies and students from medical schools nationwide, the book sets out perspectives, guidelines, and research that can be applied throughout the medical student life cycle. Novel in approach and timely in content, this edited collection coincides with the drive to increase social mobility and the proportion of medical students from educationally and socially disadvantaged backgrounds, directly tackling the class system and elitism present in the medical professions.This book will be of great benefit to scholars, researchers, and postgraduate students in the fields of medical education, multicultural education, and higher education, as well as those researching the idea of widening participation in the medical field and diversity in the professions more specifically.
Pedagogy and Learning with ICT: Researching the Art of Innovation
by Bridget SomekhBridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including: the process of change educational vision for ICT teacher motivation and engagement the phenomenon of ‘fit’ to existing practices systemic constraints policy and evaluation of its implementation students’ motivation and engagement the penetration of ICT into the home online learning and the ‘disembodied’ teacher.
Pedagogy and Learning with ICT: Researching the Art of Innovation
by Bridget SomekhBridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including: the process of change educational vision for ICT teacher motivation and engagement the phenomenon of ‘fit’ to existing practices systemic constraints policy and evaluation of its implementation students’ motivation and engagement the penetration of ICT into the home online learning and the ‘disembodied’ teacher.
Pedagogy, Education, and Praxis in Critical Times
by Kathleen Mahon Christine Edwards-Groves Susanne Francisco Mervi Kaukko Stephen Kemmis Kirsten PetrieThis book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced. Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.
Pedagogy, Empathy and Praxis: Using Theatrical Traditions to Teach
by Alison Grove O'GradyThis book examines the concept of empathy as an essential aspect of the teacher training curriculum, and asks how it can be taught. While there has been a steady flow of teacher education reform books in recent years, there are comparatively few that have considered change from understandings and advances developed in human rights-based practices and theatrical traditions. The author presents unique and compelling approaches to teacher training and learning, developed in conjunction with experts in theatrical and educational fields and combining both research and praxis. This pioneering book will appeal to students and scholars of education and empathy, as well as those interested in incorporating empathy into their teaching practice.
Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa (Routledge Research in Education Policy and Politics)
by Ursula HoadleyAs South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality. Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling. Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.
Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa (Routledge Research in Education Policy and Politics)
by Ursula HoadleyAs South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality. Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling. Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.
Pedagogy of Indignation (Series in Critical Narrative)
by Paulo FreireThis is the first English translation of the last book written by Paulo Freire. Pedagogy of Indignation delves ever deeper into the themes that concerned him throughout his life. The book begins with a series of three deeply moving reflective "pedagogical letters" to the reader about the role of education for one's development of self. He also speaks directly to the reader about the relationship to risk in one's life and he delves deeper than before into the daily life tensions between freedom and authority. Building on these interconnected themes, Freire sharpens our sense of the critical faculties of children and how a teacher may work with children to help them realize their potential intellectually and as human beings. Subsequent chapters explore these topics in relation to the wider social world: the social constitution of the self in the work of educators; critical citizenship; and the necessity of teaching "from a position" about the world that goes beyond literacy programs to include the legacy of colonialism in peoples' resistance movements today. The book's poignant interludes, written by Ana Maria Araujo Freire, reveal Paulo's thoughts about the content of this book as he was completing it during the last weeks and days of his life.
Pedagogy of Indignation (Series in Critical Narrative)
by Paulo FreireThis is the first English translation of the last book written by Paulo Freire. Pedagogy of Indignation delves ever deeper into the themes that concerned him throughout his life. The book begins with a series of three deeply moving reflective "pedagogical letters" to the reader about the role of education for one's development of self. He also speaks directly to the reader about the relationship to risk in one's life and he delves deeper than before into the daily life tensions between freedom and authority. Building on these interconnected themes, Freire sharpens our sense of the critical faculties of children and how a teacher may work with children to help them realize their potential intellectually and as human beings. Subsequent chapters explore these topics in relation to the wider social world: the social constitution of the self in the work of educators; critical citizenship; and the necessity of teaching "from a position" about the world that goes beyond literacy programs to include the legacy of colonialism in peoples' resistance movements today. The book's poignant interludes, written by Ana Maria Araujo Freire, reveal Paulo's thoughts about the content of this book as he was completing it during the last weeks and days of his life.
The Pedagogy of Lifelong Learning: Understanding Effective Teaching and Learning in Diverse Contexts
by Michael Osborne Muir Houston Nuala TomanPresenting a snapshot of contemporary international research into the pedagogy of lifelong learning and teaching, this book focuses on a wide range of issues related to lifelong learning, including higher education, community-based learning and literacy practices in continuing education. It highlights the fact that the wide-ranging conclusions they draw have vital implications for this rapidly changing field. The book reviews the emerging issues from researching teaching and learning in different post-school contexts - an issue which has grown in research importance around the world in recent years - with the concern both to widen participation and improve student attainment. Examining empirically, methodologically and theoretically contemporary research in teaching and learning in diverse contexts, it focuses on three main areas: learning careers and identities; pedagogy and learning cultures and learning beyond institutions.