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Author: William F. Pinar
Publisher: Routledge
ISBN: 1317618610
Category : Education
Languages : en
Pages : 408
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Book Description
In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
Author: William F. Pinar
Publisher: Routledge
ISBN: 1317618610
Category : Education
Languages : en
Pages : 408
Get Book Here
Book Description
In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
Author: Max van Manen
Publisher: Routledge
ISBN: 1315421046
Category : Philosophy
Languages : en
Pages : 221
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Book Description
Bestselling author Max van Manen’s Researching Lived Experience, Second Edition, introduces a human science approach to research methodology in education and related fields. It shows readers how to orient oneself to human experience in education and how to construct a textual question which evokes a fundamental sense of wonder, and it provides a broad and systematic set of approaches for gaining experiential material which forms the basis for textual reflections. The second edition of this classic work has never before been released outside Canada.
Author: Shannon Madden
Publisher: University Press of Colorado
ISBN: 1607329581
Category : Language Arts & Disciplines
Languages : en
Pages : 303
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Book Description
Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft. The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers. Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts. Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi
Author: James P. Barber
Publisher: Taylor & Francis
ISBN: 1000977609
Category : Education
Languages : en
Pages : 180
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Book Description
Students’ ability to integrate learning across contexts is a critical outcome for higher education. Often the most powerful learning experiences that students report from their college years are those that prompt integration of learning, yet it remains an outcome that few educators explicitly work towards or specify as a course objective. Given that students will be more successful in college (and in life) if they can integrate their learning, James Barber offers a guide for college educators on how to promote students’ integration of learning, and help them connect knowledge and insights across contexts, whether in-class or out-of-class, in co-curricular activities, or across courses and disciplinary boundaries. The opening chapters lay the foundation for the book, defining what integration of learning is, how to promote it and students’ capacities for reflection; and introduce the author’s research-based Integration of Learning (IOL) model.The second section of the book provides practical, real-world strategies for facilitating integration of learning that college educators can use right away in multiple learning contexts. James Barber describes practices that readers can integrate as appropriate in their classes or activities, under chapters respectively devoted to Mentoring, Writing as Praxis, Juxtaposition, Hands-On Experiences, and Diversity and Identity. The author concludes by outlining how to apply IOL to a multiplicity of settings, such as a major, a single course, programming for a student organization, or other co-curricular experience; as well as offering guidance on assessing and documenting students’ mastery of this outcome.This book is addressed to a wide range of educators engaged with college student learning, from faculty to student affairs administrators, athletic coaches, internship supervisors, or anyone concerned with student development.
Author: Susanne Garvis
Publisher: Taylor & Francis
ISBN: 1317277333
Category : Education
Languages : en
Pages : 196
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Book Description
Over the past few decades, a growing body of literature has developed which examines children’s perspectives of their own lives, viewing them as social actors and experts in their understanding of the world. Focusing specifically on narratives, this unique and timely book provides an analysis of these new directions in contemporary research approaches to explore the lived experiences of children and teachers in early childhood education, in addition to presenting original research on children’s narratives. The book brings together a variety of well-regarded international researchers in the field to highlight the importance of narrative in young children’s development from local and global perspectives. While narrative is clearly understood within different countries, this is one of the first texts to build an international understanding, acknowledging the importance of culture and context. It presents up-to-date research on the latest research methods and analysis techniques, using a variety of different approaches in order to critically reflect on the future for narrative research and its insights into early childhood education Narratives in Early Childhood Education will be of interest to postgraduate students, academics and researchers in early childhood education, as well as early childhood professionals, government policy makers and early childhood organisations and associations.
Author: Sue L. Motulsky
Publisher: IAP
ISBN: 1648022154
Category : Education
Languages : en
Pages : 304
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Book Description
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other. Praise for: Identity and Lifelong Learning: Becoming Through Lived Experience "We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series." Ruthellen Josselson Author of Paths to Fulfillment: Women’s Search for Meaning and Identity "This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process." Jared D. Kass, Lesley University Author, of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher Education
Author: Davis McGaw, Martha Ann
Publisher: IGI Global
ISBN: 1522589651
Category : Education
Languages : en
Pages : 156
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Book Description
The metrics presently being used to gauge student success have become outdated and irrelevant. Enrollment, persistence, and degree attainment are secondary measures, missing entirely the question of whether students are truly achieving an effective life skillset while attempting to complete degree or graduation fulfillment. Student success, and the success of the education system, will be based on collaborative and cooperative efforts by all stakeholders as well as those with vested interests in the future economic development of local communities as well as national development. Participatory Pedagogy: Emerging Research and Opportunities is an academic research publication that explores educational change and methodologies for the promotion of lifelong learning. Highlighting a wide range of topics such as educational achievement, learning experience, and public education, this book is ideal for teachers, administrators, curriculum developers, education professionals, practitioners, researchers, and students.
Author: Teresa Strong-Wilson
Publisher: Routledge
ISBN: 0429608977
Category : Education
Languages : en
Pages : 257
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Book Description
This book collects recent and creative theorizing emerging in the fields of curriculum studies and curriculum theory, through an emphasis on provoking encounters. Drawn from a return to foundational texts, the emphasis on an ‘encountering’ curriculum highlights the often overlooked, pre-conceptual aspects of the educational experience; these aspects include the physical, emotional, and spiritual dimensions of teaching and learning. The book highlights that immediate components of one’s encounters with education—across formal and informal settings—comprise a large part of the teaching and learning processes. Chapters offer both close readings of specific work from the curriculum theory archive, as well as engagements with cutting-edge conceptual issues across disciplinary lines, with contributions from leading and emerging scholars across the field of curriculum studies. This book will be of great interest to researchers, academics and post-graduate students in the fields of curriculum studies and curriculum theory.
Author: Delphine Diallo
Publisher: The New Press
ISBN: 1620975815
Category : Social Science
Languages : en
Pages : 91
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Book Description
A beautiful series of full-color portraits of LGBTQ people over the age of fifty Even with the extraordinary strides the LGBTQ movement has made in civil rights, acceptance, and visibility over the past half century, a growing portion of the community remains largely invisible, its concerns relegated to the margins. In the latest in a groundbreaking series of beautiful photobooks on LGBTQ communities around the world—from Russia to Mexico to Japan—French-Senegalese photographer Delphine Diallo centers on the voices and lives of older LGBTQ people in the United States, a generation that has been ravaged by the AIDS epidemic but has also been instrumental in extraordinary progress in LGBTQ rights and visibility in this country. The series of fifty full-color portraits of LGBTQ people from across the nation—interviewed on the fiftieth anniversary of the Stonewall riots that led to modern LGBTQ rights movement—offers this wise and resilient cohort a chance to share their stories and to reflect. With a special focus on people of color, Lived Experience is a celebration of an underserved, neglected part of the LGBTQ world in America and an inspiration to future generations. Lived Experience was designed by Emerson, Wajdowicz Studios (EWS).
Author: Susanne Garvis
Publisher: Brill
ISBN: 9789463001502
Category : Electronic books
Languages : en
Pages : 98
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Book Description
Narrative research in contemporary times can free social scientists from the rhetorical forms (Emihovich, 1995) that alienate children and families from their own traditions. Through the use of narrative we are able to recognise the power of subjectivity in allowing open dialogue and co-construction of meaning. Becoming comfortable with narrative research also means accepting ideas that the world has no fixed rules for assigning behaviour (Emihovich, 1995). This means that open dialogue is required to build consensus around shared meaning and to ensure the inclusion of multiple voices. The book begins with a theoretical overview of narrative genre before focusing on narrative constellations. Three constellations are then shared with the reader. The final chapter provides ideas about the future of narrative constellation in research and the impact constellations can have for future policy and practice. It is hoped that the reader develops a better understanding of narrative ways and begins to see the potential of narrative constellations in the research genre. Dr Susanne Garvis is a professor of child and youth studies at the University of Gothenburg, Sweden. She has previously worked in Australian universities and is an adjunct academic with Griffith University, Australia. Professor Garvis has experience with narrative approaches in early childhood education and care. She has researched the lives of teachers, families and children. She is particularly interested in representations of lived experience and the power of stories in research.
