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Author: Tara Fenwick
Publisher: Routledge
ISBN: 1317746937
Category : Education
Languages : en
Pages : 175
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Book Description
This book joins a developing tradition of ‘practice-based’ conceptions of learning, but with a special interest in foregrounding the materiality of educational processes. It challenges educational views that are preoccupied with developing a particular kind of human subject, and argues that relations among materials – including texts and technologies, embodiment, tools and natural forces - are key to understanding how learning and knowing emerge in collective activity. To critically examine materiality, the chapter authors draw from orientations associated with actor-network theory, but push forward these conceptions to create an important in-between place of inquiry in sociomaterial/STS studies and education. Most express concerns about visions of education that emphasise output driven learning, performativity, standardisation and representationalist forms of knowledge. They use sociomaterial approaches to make visible the everyday, particular micro-dynamics of education and learning. Their analyses reveal that power relations and the politics that infuse pedagogy are by no means confined to human interests and ideologies, but are created and sustained through materialising processes that are enmeshed with the social and semiotic. Ultimately, these sociomaterial analyses open new directions and vocabularies for reconceptualising what is taken to be pedagogy, where and how pedagogical processes occur, and what effects they have on culture and society. This book was originally published as a special issue of Pedagogy, Culture & Society.
Author: Tara Fenwick
Publisher: Routledge
ISBN: 1317746937
Category : Education
Languages : en
Pages : 175
Get Book Here
Book Description
This book joins a developing tradition of ‘practice-based’ conceptions of learning, but with a special interest in foregrounding the materiality of educational processes. It challenges educational views that are preoccupied with developing a particular kind of human subject, and argues that relations among materials – including texts and technologies, embodiment, tools and natural forces - are key to understanding how learning and knowing emerge in collective activity. To critically examine materiality, the chapter authors draw from orientations associated with actor-network theory, but push forward these conceptions to create an important in-between place of inquiry in sociomaterial/STS studies and education. Most express concerns about visions of education that emphasise output driven learning, performativity, standardisation and representationalist forms of knowledge. They use sociomaterial approaches to make visible the everyday, particular micro-dynamics of education and learning. Their analyses reveal that power relations and the politics that infuse pedagogy are by no means confined to human interests and ideologies, but are created and sustained through materialising processes that are enmeshed with the social and semiotic. Ultimately, these sociomaterial analyses open new directions and vocabularies for reconceptualising what is taken to be pedagogy, where and how pedagogical processes occur, and what effects they have on culture and society. This book was originally published as a special issue of Pedagogy, Culture & Society.
Author: Brenda Leibowitz
Publisher: Taylor & Francis
ISBN: 1317195736
Category : Education
Languages : en
Pages : 261
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Book Description
Theorising Learning to Teach in Higher Education provides both lecturers embarking on a career in higher education and established members of staff with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and sociomaterial approaches, which are divided into four sections: Sociomaterialism Practice theories Critical and social realism Crossover perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia. Both challenging and enlightening, this book argues the need for theory in order to advance scholarship in the field and achieve goals related to social justice in higher education systems across the world. It draws attention to newly emerging theoretical perspectives and relatively underused perspectives to demonstrate the need for theory in relation to learning to teach. This book will appeal to academics interested in how they come to learn to teach, to administrators and academic developers responsible for professional development strategies at universities and masters and PhD level students researching professional development in higher education.
Author: Jenna Gillett-Swan
Publisher: Symposium Books Ltd
ISBN: 1873927959
Category : Education
Languages : en
Pages : 170
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Book Description
‘Children’s Rights, Educational Research, and the UNCRC’ provides international perspectives on contemporary issues pertaining to children’s rights in education. The global context, relevance and implications of children’s rights, educational research and the United Nations Convention on the Rights of the Child (UNCRC) are explored from multiple perspectives. Since the development of the UNCRC over 25 years ago, significant changes have occurred in the way that children’s rights are considered, conceptualised and enacted. Even so, there remains a continued debate surrounding the extent to which the children’s rights agenda is embraced within education, as researchers, teachers and other educational professionals continue to consider the degree to which the UNCRC informs practice. This book provides critical and focused discussion on the challenges of enacting children’s rights in educational research contexts and alerts readers to the ways in which children’s rights provide a provocation to think and practise differently. Chapter contributions from scholars in Australia, Finland, Portugal, Sweden and the United Kingdom provide diverse contexts from which subsequent educational and research practice can be derived. Each chapter problematises different aspects of children’s rights within the context of educational research with both broad and specific wide-ranging implications and provides examples of different ways that these aspects are considered in practice.
Author: Tara Fenwick
Publisher: Routledge
ISBN: 1351627953
Category : Education
Languages : en
Pages : 347
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Book Description
Actor-network theory (ANT) is enjoying a notable surge of interest in educational research. New directions and questions are emerging along with new empirical approaches, as educators bring unique sensibilities and commitments to the ongoing debates and reconfigurations that characterise ANT-inspired research. Ethics and politics are now figuring more prominently in ANT-related educational publications, as are educational policy and the critical studies of assessment practices. Research on digital technology in education has also attracted critical exploration with ANT approaches. This book gathers together articles that address important educational issues while showing creative theoretical and methodological possibilities for ANT studies in education. This book aims to locate these contributions within broader trajectories of inquiry in education and sociomaterial approaches considered worthy of attention, given the challenges facing educators today. It also raises critical questions about what appear to be certain oversights or less helpful ideas in what is emerging in the field.
Author: Crina Damşa
Publisher: Taylor & Francis
ISBN: 1000959481
Category : Education
Languages : en
Pages : 350
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Book Description
Re-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning. Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections: emerging theories and conceptualisations of learning and how they drive methodological development new methods or innovative use of existing methods and their contribution to theory development theories and methods that emerge in connection with societal changes Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.
Author: Hilary Hughes
Publisher: Springer
ISBN: 9811360928
Category : Education
Languages : en
Pages : 300
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Book Description
This book introduces a new wellbeing dimension to the theory and practice of learning space design for early childhood and school contexts. It highlights vital, yet generally overlooked relationships between the learning environment and student learning and wellbeing, and reveals the potential of participatory, values-based design approaches to create learning spaces that respond to contemporary learners’ needs. Focusing on three main themes it explores conceptual understandings of learning spaces and wellbeing; students’ lived experience and needs of learning spaces; and the development of a new theory and its practical application to the design of learning spaces that enhance student wellbeing. It examines these complex and interwoven topics through various theoretical lenses and provides an extensive, current literature review that connects learning environment design and learner wellbeing in a wide range of educational settings from early years to secondary school. Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and students in the education and design fields, as well as school administrators and facility managers, teachers, architects and designers.
Author: Neil Mercer
Publisher: Routledge
ISBN: 0429806760
Category : Education
Languages : en
Pages : 715
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Book Description
The Routledge International Handbook of Research on Dialogic Education provides a comprehensive overview of the main ideas and themes that make up the exciting and diverse field of Dialogic Education. With contributions from the world’s leading researchers, it describes underpinning theoretical approaches, debates, methodologies, evidence of impact, how Dialogic Education relates to different areas of the curriculum and ways in which work in this field responds to the profound educational challenges of our time. The handbook is divided into seven sections, covering: The theory of Dialogic Education Classroom dialogue Dialogue, teachers and professional development Dialogic Education for literacy and language Dialogic Education and digital technology Dialogic Education in science and mathematics Dialogic Education for transformative purposes Expertly written and researched, the handbook marks the coming of age of Dialogic Education as an important and distinctive area of applied educational research. Featuring chapters from authors working in different educational contexts around the world, the handbook is of international relevance and provides an invaluable resource for researchers and students concerned with the study of educational dialogue and allied areas of socio-cultural research. It will interest students on PhD programmes in Education Faculties, Master's level courses in Education and postgraduate teacher-training courses. The accounts of results achieved by high-impact research projects around the world will also be very valuable for policy makers and practitioners.
Author: AA. VV.
Publisher: LED Edizioni Universitarie
ISBN: 8879163604
Category : Nature
Languages : en
Pages : 179
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Book Description
Dialogo Ergo Sum: from a Reflexive Ontology to a Relational Ontology, R. Marchesini - The Party of the Anthropocene: Post-humanism, Environmentalism and the Post-anthropocentric Paradigm Shift, F. Ferrando - From Anthropocentrism to Post-humanism in the Educational Debate, A. Ferrante e D. Sartori - Senseless Distributions: Posthumanist Antidotes to the Mass Hermit, D. Sisto - The Post-human Sound: an Interview with Michelangelo Frammartino, A. Lanfranchi - Against Animal Rights? A Comment on Contro i diritti degli animali? Proposta per un antispecismo postumanista (Against Animal Right? A Proposal to a Post-human Antispeciesism), by R. Marchesini, A.G. Biuso - Posthuman Glasses for Nomadic Subjectivities: a Comment on Il postumanesimo filosofico e le sue alterità (Philosophical Posthumanism and Its Others), by F. Ferrando, A. Balzano - Reviews: LNRZ, Golem (2014); LNRZ, Astrogamma (2015), V. Gamberi - Alessandro Ferrante, Pedagogia e orizzonte post-umanista (2014), C. Palmieri - Davide Sisto, Narrare la morte. Dal romanticismo al post-umano (2013), C. Rebuffo - Wajdi Mouawad, Anima (2015), D. Zagaria - Her (2013), film directed by Spike Jonze, A. Lanfranchi e G. Ravanelli.
Author: Serenella Iovino
Publisher: LED Edizioni Universitarie
ISBN: 8879168037
Category : Nature
Languages : en
Pages : 129
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Book Description
CONTENTS: Dialogo Ergo Sum: from a Reflexive Ontology to a Relational Ontology, R. Marchesini – The Party of the Anthropocene: Post-humanism, Environmentalism and the Post-anthropocentric Paradigm Shift, F. Ferrando – From Anthropocentrism to Post-humanism in the Educational Debate, A. Ferrante e D. Sartori – Senseless Distributions: Posthumanist Antidotes to the Mass Hermit, D. Sisto – The Post-human Sound: an Interview with Michelangelo Frammartino, A. Lanfranchi – Against Animal Rights? A Comment on Contro i diritti degli animali? Proposta per un antispecismo postumanista (Against Animal Right? A Proposal to a Post-human Antispeciesism), by R. Marchesini, A.G. Biuso – Posthuman Glasses for Nomadic Subjectivities: a Comment on Il postumanesimo filosofico e le sue alterità (Philosophical Posthumanism and Its Others), by F. Ferrando, A. Balzano – Reviews: LNRZ, Golem (2014); LNRZ, Astrogamma (2015), V. Gamberi – Alessandro Ferrante, Pedagogia e orizzonte post-umanista (2014), C. Palmieri – Davide Sisto, Narrare la morte. Dal romanticismo al post-umano (2013), C. Rebuffo – Wajdi Mouawad, Anima (2015), D. Zagaria – Her (2013), film directed by Spike Jonze, A. Lanfranchi e G. Ravanelli.
Author: Jon Nixon
Publisher: Bloomsbury Publishing
ISBN: 1474277276
Category : Education
Languages : en
Pages : 251
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Book Description
The financial crisis of 2007/2008 prompted governments across Europe to adopt austerity measures aimed at the reduction of their escalating budget deficits. Higher Education in Austerity Europe explores how the resulting cuts in public expenditure - together with the increasing reliance on the privatisation of services - have impacted on higher education directly through the reduction of public sector provision and indirectly as a result of the social and political consequences of that reduction. Moreover, it explores how the effects of these economic policies have differed markedly across the national regions of Europe, with the result that inequality has increased significantly both within and between national regions, and this, in turn, has led to social and political dislocation within and across communities. It is only by viewing higher education within this broader context that we can begin to understand the full implications of the austerity measures introduced over the last ten years. Jon Nixon draws together leading scholars to delve into the complexity of impact and response generated by these measures. Part 1 focuses on cross-European perspectives; Part 2 on the impact of austerity measures within national systems; and Part 3 on new perspectives and possibilities. The volume also includes considered responses from 'outsiders' by academics located in Asia, Australia, and the USA, providing an additional dimension to the analysis. As well as analysing the full impact of austerity measures across some of the worst hit national regions of Europe, the contributors also identifying openings and possibilities for renewal.
