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Author: Barbara Pini
Publisher: Routledge
ISBN: 1317296419
Category : Education
Languages : en
Pages : 162
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Book Description
This edited collection challenges the urban-centric nature of much feminist work on gender and education. The context for the book is the radical reconfiguration of rural areas that has occurred in recent decades as a result of globalisation. From a range of diverse national contexts, including Kenya and South Africa, Australia and Canada, and the United States and Pakistan, authors explore the intersections between masculinity, femininity, and rurality in education. In recognition of the heterogeneity of categories such as ‘rural girl’ and ‘rural boy’ they attend to how educational exclusions can be magnified by differences in relation to social locations such as class, race, or sexuality. Similar critical insights are brought to bear as authors examine what it means to be a male or female teacher in rural environments. Contributors draw on data ranging from contemporary feature films to historical materials, along with detailed ethnographic work and participatory approaches, to produce a compelling narrative of the need to understand education as experienced by those who are not part of the urban majority. This book was originally published as a special issue of Gender and Education.
Author: Barbara Pini
Publisher: Routledge
ISBN: 1317296419
Category : Education
Languages : en
Pages : 162
Get Book Here
Book Description
This edited collection challenges the urban-centric nature of much feminist work on gender and education. The context for the book is the radical reconfiguration of rural areas that has occurred in recent decades as a result of globalisation. From a range of diverse national contexts, including Kenya and South Africa, Australia and Canada, and the United States and Pakistan, authors explore the intersections between masculinity, femininity, and rurality in education. In recognition of the heterogeneity of categories such as ‘rural girl’ and ‘rural boy’ they attend to how educational exclusions can be magnified by differences in relation to social locations such as class, race, or sexuality. Similar critical insights are brought to bear as authors examine what it means to be a male or female teacher in rural environments. Contributors draw on data ranging from contemporary feature films to historical materials, along with detailed ethnographic work and participatory approaches, to produce a compelling narrative of the need to understand education as experienced by those who are not part of the urban majority. This book was originally published as a special issue of Gender and Education.
Author:
Publisher: BRILL
ISBN: 9004543430
Category : Education
Languages : en
Pages : 206
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Book Description
Most South African principals believe that subject heads and Heads of Departments should manage curriculum and teaching monitoring instead of (HODs). Due to this impression, curricular management by principals does not support teaching and learning.
Author: Claudia Mitchell
Publisher: Springer Nature
ISBN: 9819732182
Category :
Languages : en
Pages : 270
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Book Description
Author: April Mandrona
Publisher: Rutgers University Press
ISBN: 0813588189
Category : Education
Languages : en
Pages : 271
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Book Description
Visual Encounters in the Study of Rural Childhoods brings together visual studies and childhood studies to explore images of childhood in the study of rurality and rural life. The volume highlights how the voices of children themselves remain central to investigations of rural childhoods. Contributions look at representations and experiences of rural childhoods from both the Global North and Global South (including U.S., Canada, Haiti, India, Sweden, Slovenia, South Africa, Russia, Timor-Leste, and Colombia) and consider visuals ranging from picture books to cell phone video to television.
Author: Mafukata, Mavhungu Abel
Publisher: IGI Global
ISBN: 1799823083
Category : Social Science
Languages : en
Pages : 403
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Book Description
Development studies in developing regions such as Southern Africa rely heavily on materials developed by Europeans with a European context. European dominance in development studies emanates from the fact that the discipline was first developed by Europeans. Some argue that this has led to distortions in theory and practice of development in Southern Africa. This book wishes to begin Africa’s expedition to develop proper material to de-Westernize while Africanizing the context of the scholarship of rural development. African Perspectives on Reshaping Rural Development is an essential reference source that repositions the context of rural development studies from the Western-centric knowledge system into an African context in order to solve African-centered problems. Featuring research on topics such as food security, poverty reduction, and community engagement, this book is ideally designed for planners, researchers, practitioners, policymakers, government officials, academicians, and students seeking clarity on theory and practice of development in Africa.
Author: Claudia Mitchell
Publisher: University of Toronto Press
ISBN: 148753356X
Category : Social Science
Languages : en
Pages : 230
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Book Description
Positionality and researcher reflexivity – how to account for one’s subject position – remain as challenges for new researchers. But they also remain as challenges for experienced researchers, who are often involved in multiple research projects simultaneously. Where Am I in the Picture? sheds light on the idea of researcher positionality through visual methodologies, particularly in the context of studying rurality in Canada, Sweden, and South Africa. The book is intended for new and experienced researchers seeking to decolonize their own perspectives in research in the social sciences and humanities. It incorporates photographs, drawings, and memory work to highlight the social constructedness of what counts as rural. Drawing together compelling narratives from researchers about their positionality in studying rurality, the book highlights a need for greater attention to “where we are in the picture” more broadly. It suggests that when it comes to the rural, researchers need to rethink the interplay of dominant images, insider and outsider perspectives, and what this interplay means in relation to interpretation. Where Am I in the Picture? presents a new vision of how to take into consideration positionality in research.
Author: Donald Getz
Publisher: Routledge
ISBN: 0429663102
Category : Business & Economics
Languages : en
Pages : 823
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Book Description
Event Studies is the only book devoted to developing knowledge and theory about planned events. It focuses on event planning and management, outcomes, the experience of events and the meanings attached to them, the dynamic processes shaping events and why people attend them. This title draws from a large number of foundation disciplines and closely related professional fields to foster interdisciplinary theory focused on planned events. This revised edition has been updated to reflect and examine a number of substantial and important new ideas. New to the fourth edition: new sections on the evolution of design theory, management, planning and marketing theory applied to events, sensory stimulation, leadership, and the nature of crises and security issues; new content on critical event studies and what this means for research and practice, the life-cycle model for event programming, and an action plan for how events can be a positive force in sustainable cities; new and additional case studies from a wide range of international events, and reviews of the evolving theory of contemporary research in events studies are included throughout. This will be an invaluable resource for all undergraduate students of events studies throughout their degree programmes.
Author: Henry Bernstein
Publisher: Routledge
ISBN: 1317827457
Category : History
Languages : en
Pages : 311
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Book Description
This is the first collection of its kind. It presents a critical political economy of the agrarian question in post-apartheid South Africa, informed by the results of research undertaken since the transition from apartheid started in 1990. The articles, by well-known South African, British and American scholars, cover a variety of topical theoretical, empirical and policy issues, firmly rooted in an historical perspective.
Author: Richard Levin
Publisher: Africa World Press
ISBN: 9780865435094
Category : Agricultural development projects
Languages : en
Pages : 328
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Book Description
This text demonstrates why incorporating extensive knowledge that exists in poor rural areas into development of land and reform policies is essential for truly democratic social and economic transformation.
Author: Kathleen Pithouse-Morgan
Publisher: Springer
ISBN: 9463002200
Category : Education
Languages : en
Pages : 272
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Book Description
"Polyvocal Professional Learning through Self-Study Research illustrates the power of “we” for innovative and authentic professional learning. The 33 contributors to this book include experienced and emerging self-study researchers, writing in collaboration, across multiple professions, academic disciplines, contexts, and continents. These authors have noted and reviewed each other’s chapters and adapted their contributions to generate a polyvocal conversation that significantly advances scholarship on professional learning through self-study research. Building on, and extending, the existing body of work on self-study research, the book offers an extensive and in-depth scholarly exploration of the how, why, and impact of professional learning through context-specific, practitioner-led inquiry. The chapters illustrate polyvocal professional learning as both phenomenon and method, with the original research that is presented in every chapter adding to the forms of methodological inventiveness that have been developed and documented within the self-study research community.“This unique book represents an inspiring step forward in self-study research. Authors from various continents provide evidence of how the “I” can be strengthened through the “we” perspective, showing convincingly how polyvocality, transdisciplinarity, and an intercultural approach deepen professional learning. This powerful book offers important new insights for the methodology of self-study, with an impact beyond teachers and teacher educators.”Fred A. J. Korthagen, Professor Emeritus at Utrecht University, The Netherlands“A fascinating set of chapters illustrate the importance of many lenses and many voices when studying one’s practice. Each chapter testifies that self-study and its ties to improvement through posing thoughtful questions, collecting and analyzing relevant data, and interrogating the interpretation of one’s analysis of self are global and cross-disciplinary. This book is a must-read!”Renée T. Clift, Professor and Associate Dean, University of Arizona, USA"
