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Author: Lydia Heidrich
Publisher: Springer Nature
ISBN: 3658291893
Category : Education
Languages : en
Pages : 444
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Book Description
This edited volume aims to critically discuss in how far the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They ask which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools. In raising this question, they do not reduce the analytical focus on migrants, their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements – each embedded in their specific national and global societal power structures and hierarchical relationships – and the country-specific and transnational structures and contextual conditions of schools and teacher education.
Author: Lydia Heidrich
Publisher: Springer Nature
ISBN: 3658291893
Category : Education
Languages : en
Pages : 444
Get Book Here
Book Description
This edited volume aims to critically discuss in how far the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They ask which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools. In raising this question, they do not reduce the analytical focus on migrants, their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements – each embedded in their specific national and global societal power structures and hierarchical relationships – and the country-specific and transnational structures and contextual conditions of schools and teacher education.
Author: Lydia Heidrich
Publisher:
ISBN: 9783658291907
Category :
Languages : en
Pages : 0
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Book Description
This edited volume aims to critically discuss in how far the national orientation of schools and teacher education is appropriate in light of increasing migration and transnationality. The contributions offer ideas from teacher education research and school pedagogical practice in different nation-state contexts such as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland, Turkey, the UK, and the USA. They ask which empirical and theoretical approaches are suitable for describing the phenomena of pedagogical-professional dealings with migration-related and transnational demands on schools. In raising this question, they do not reduce the analytical focus on migrants, their migration paths, actions or attitudes. Instead, the authors analyse the global interconnectedness and entanglements - each embedded in their specific national and global societal power structures and hierarchical relationships - and the country-specific and transnational structures and contextual conditions of schools and teacher education. The editors Lydia Heidrich is a research assistant and PhD candidate at the Faculty of Pedagogy and Educational Sciences at the University of Bremen, Germany. Dr. Yasemin Karakaşoğlu is a Professor at the Faculty of Pedagogy and Educational Sciences at the University of Bremen, Germany. Dr. Paul Mecheril is a Professor at the Faculty of Education at Bielefeld University, Germany. Dr. Saphira Shure is a research assistant at the Faculty of Education at Bielefeld University, Germany.
Author: Sharon du Plessis-Schneider
Publisher: Verlag Barbara Budrich
ISBN: 3966659425
Category : Education
Languages : en
Pages : 294
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Book Description
Unsere sozialen Interaktionen werden von komplexen biopsychischen Prozessen angetrieben, die dadurch verkompliziert werden, dass der Mensch ein Individuum ist und gleichzeitig Mitglied eines oder mehrerer sozialer Systeme, wie bspw. der Schule. Dieses Buch trägt dazu bei, die sozialen Mechanismen des „Bedürfnisses nach Zugehörigkeit“ bei Schüler*innen in Schulkontexten zu erklären. Der theoretische Rahmen basiert auf einem Verständnis von Bedürfnissen als kognitive Mechanismen neuronaler Prozesse, die menschliches Verhalten und Körperwerte regulieren. Die Feldforschung wurde in zwei Sekundarschulen in Österreich und Australien durchgeführt. Handlungsleitlinien, die Schüler*innen dabei helfen sollen, sich zugehörig zu fühlen, werden von den Ergebnissen abgeleitet.
Author: Jordan Corson
Publisher: Teachers College Press
ISBN: 0807781797
Category : Education
Languages : en
Pages : 225
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Book Description
Countless reforms and interventions have sought to improve academic outcomes for immigrant-origin students, with labels like “at-risk” rushing forth to solve the “dropout crisis.” And yet, even in culturally and linguistically affirmative environments, youth still fall to the margins. Based on research in a newcomer school located in New York City, the author explores the everyday lives of nine immigrant students outside of school, showing that youth are not simply waiting for school reforms. Their educational lives are not bound to institutional spaces or the logics of schooling. Instead, youth routinely take up educational practices that are intellectually rigorous, joyous, resilient, and fulfilling. These practices reveal educations that are not held to a single place or purpose. Instead, they are present in schools, on subways, at museums, in neighborhoods, across many other places, and always on the move. Using a historical and ethnographic lens, this book challenges researchers and educators to consider how education might be reconceptualized to better respond to marginalization and exclusion and, in the process, provoke new understandings of education itself. Book Features: Listens to the stories, histories, and philosophies of immigrant youth as they explore the realities and possibilities of education.Examines undocumented educations--practices that fall outside of schools or appear only in marginalized, liminal ways.Explores education in everyday life, moving outward from the classroom, to hallways, beyond the school doors, and finally beyond the very logics of schooling.Includes vignettes of student participants, interviews with teachers and administrators, and analysis of school policies and curricular documents.Sparks different ways for researchers, educators, and activists to think and study with recently immigrated youth.
Author: Richard Race
Publisher: McGraw-Hill Education (UK)
ISBN: 0335250580
Category : Education
Languages : en
Pages : 376
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Book Description
“Richard Race has long proven that multicultural education and multiculturalism in [British] education are key to understanding and fostering social and community cohesion. This important book builds on decades of work, adding fresh insights that reflect the complexity of social and political issues faced in the UK… What Race and colleagues have done is both courageous and coruscating.” Professor Paul W Miller, Director of the Institute for Educational & Social Equity, UK “This edited book is a powerful curation of narratives, which set out pertinent and relevant perspectives on evolving dialogues in multiculturalism and multicultural education… It is a timely, comprehensive and insightful tome, which will be a useful addition to any global anti-racist bookshelf.” Dr Susan Davis, Reader in Diversity, Equity and Inclusion in Education, School of Education and Social Policy, Cardiff Metropolitan University, UK Multicultural dialogues are as important now as ever. This volume explores narratives in education that have developed internationally in response to changing policies and the modern world. Its contributions reflect on the necessity of sustained dialogue within the wider social and political sciences alongside national and international politics, to enable more multicultural voices to be heard and to respond to the challenges of the modern world. Cultural diversity is a great societal strength and globalisation within education can increase our understanding of this. This edited volume: •Comprises work by researchers from across the globe •Draws on real-life case studies and empirical evidence •Consists of 20+ chapters covering a range of topics Building on case studies from England, Turkey, Italy and more, this text transcends national policy to ask what the core values of multicultural education truly are. From policy and pedagogy to the impact on curricula, it is essential reading for students and those working across the fields of education and sociology, particularly with an interest in social justice, inclusion and multiculturalism. Richard Race is Senior Lecturer in Education at Teesside University, UK and a Visiting Professor at Sapienza University, Italy. Richard is a member of the Executive Board of the Society of Educational Studies and Editorial Board Member of the British Journal of Educational Studies.
Author: Andrea DeCapua
Publisher: University of Michigan Press
ISBN: 0472039334
Category :
Languages : en
Pages : 205
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Book Description
Helping educators support and teach students with limited or interrupted schooling
Author: Jenny Berglund
Publisher: V&R unipress
ISBN: 373701583X
Category : Religion
Languages : en
Pages : 199
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Book Description
International knowledge transfer in religious education (RE) is still a fairly new topic. Many scholars in the field consider this discussion of prime importance for the future of both the academic discipline of religious education and the related school subject RE. This book continues this discussion and specifies it in the direction of teacher education. Its focus is on the challenges that teacher students and their trainers are facing in the light of RE in a pluralized and detraditionalized society. The impact of these challenges on RE research is obvious. However, international exchange of research results for purposes of comparison and mutual enrichment is still rare. This book provides insights that can encourage and facilitate this exchange.
Author: Olof Franck
Publisher: Springer Nature
ISBN: 3031231864
Category : Education
Languages : en
Pages : 260
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Book Description
This book unites and explores different approaches to understand and develop knowledge-based religious education. While the importance of methodological issues in RE is understood and acknowledged, the editors and contributors interrogate what kind of knowledge should be explored, how this knowledge is defined and what the consequences would be. Subsequently, the book focuses on the concept of powerful knowledge which transcends students' everyday experiences, and how it can be incorporated into the RE curriculum. Drawing together international research from RE teaching and learning, the book explores various paths to integrate a truly knowledge-based religious education. The book will appeal to students and scholars of religious education, sociology of education and the philosophy of religion.
Author: Candace Schlein
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 265
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Book Description
This book expands discussion of active and engaging classrooms from multi-disciplinary and practical perspectives. Each chapter offers tips, tricks, and recommendations for practice regarding active learning and high impact teaching that is geared toward higher education. This book is a valuable and practical resource for teachers and teacher educators who wish to enhance teaching and empower learners in their college and university classrooms.
Author: Steven King
Publisher: Berghahn Books
ISBN: 1782381465
Category : Social Science
Languages : en
Pages : 325
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Book Description
The issues around settlement, belonging, and poor relief have for too long been understood largely from the perspective of England and Wales. This volume offers a pan-European survey that encompasses Switzerland, Prussia, Belgium, the Netherlands, and Britain. It explores how the conception of belonging changed over time and space from the 1500s onwards, how communities dealt with the welfare expectations of an increasingly mobile population that migrated both within and between states, the welfare rights that were attached to those who “belonged,” and how ordinary people secured access to welfare resources. What emerged was a sophisticated European settlement system, which on the one hand structured itself to limit the claims of the poor, and yet on the other was peculiarly sensitive to their demands and negotiations.
