Author: Ceri Brown
Publisher: Springer Nature
ISBN: 3031315359
Category : Education
Languages : en
Pages : 192
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Book Description
This book details an innovative multi-scalar framework to examine the intersection of spatial levels in shaping social justice issues in education. Including an examination of key dimensions such as geographic divisions (between and within countries), school design, online learning, home-schooling, and student mobility, the framework is applied to analyse the interrelation between space, identity, and education. The authors reveal how this novel integration of scales is essential for a more comprehensive and probing understanding of educational inequalities. As an example of theoretical interdisciplinarity mobilised to tackle the urgent issues of our time, the twin dimensions of space and identity, discussed at multi-scalar levels, provides an invaluable theoretical resource for scholars and students of education, sociology and geography.
Author: Erica Buchanan-Rivera
Publisher: Routledge
ISBN: 1000536440
Category : Education
Languages : en
Pages : 144
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Book Description
Learn how to create identity affirming classroom environments that honor the humanity of students. Although schools have potential to be spaces of inquiry and joy, they can also be the source of trauma and pain when educational equity is not a foundational element. With a race-conscious lens, Dr. Erica Buchanan-Rivera explains how to actively listen to the voices of students and act in response to their needs in order to truly activate equity and make conditions conducive for learning. She also offers insights on how we need to do anti-bias and antiracist work in efforts to create affirming, brave spaces. Throughout the book, you’ll find features such as Mirror Work and Collective Work to help you bring the ideas to your own practice and discuss them with others. You’ll also find excerpts from students' voices to hear the why behind affirming spaces through their perspectives. With the powerful ideas in this book, you’ll be able to create the kinds of classroom environments that students deserve.
Author: Celia Whitchurch
Publisher: Routledge
ISBN: 0415564662
Category : Education
Languages : en
Pages : 176
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Book Description
First Published in 2013. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Richard Edwards
Publisher: Routledge
ISBN: 1134109598
Category : Education
Languages : en
Pages : 198
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Book Description
With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book. The authors examine a number of questions posed by the rapid march of globalisation, incuding: What is the role of the teacher, and how do we teach in the context of globalisation? What curriculum is appropriate when people and ideas become more mobile? How do the technologies of the internet and mobile phone impact upon what is learnt and by whom? The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.
Author: Florian Köhler
Publisher: Berghahn Books
ISBN: 1789206375
Category : Social Science
Languages : en
Pages : 246
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Book Description
Known as highly mobile cattle nomads, the Wodaabe in Niger are today increasingly engaged in a transformation process towards a more diversified livelihood based primarily on agro-pastoralism and urban work migration. This book examines recent transformations in spatial patterns, notably in the context of urban migration and in processes of sedentarization in rural proto-villages. The book analyses the consequences that the recent change entails for social group formation and collective identification, and how this impacts integration into wider society amid the structures of the modern nation state.
Author: Andrew Harrison
Publisher: Routledge
ISBN: 1134481977
Category : Architecture
Languages : en
Pages : 309
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Book Description
The whole landscape of space use is undergoing a radical transformation. In the workplace a period of unprecedented change has created a mix of responses with one overriding outcome observable worldwide: the rise of distributed space. In the learning environment the social, political, economic and technological changes responsible for this shift have been further compounded by constantly developing theories of learning and teaching, and a wide acceptance of the importance of learning as the core of the community, resulting in the blending of all aspects of learning into one seamless experience. This book attempts to look at all the forces driving the provision and pedagogic performance of the many spaces, real and virtual, that now accommodate the experience of learning and provide pointers towards the creation and design of learning-centred communities. Part 1 looks at the entire learning universe as it now stands, tracks the way in which its constituent parts came to occupy their role, assesses how they have responded to a complex of drivers and gauges their success in dealing with renewed pressures to perform. It shows that what is required is innovation within the spaces and integration between them. Part 2 finds many examples of innovation in evidence across the world – in schools, the higher and further education campus and in business and cultural spaces – but an almost total absence of integration. Part 3 offers a model that redefines the learning landscape in terms of learning outcomes, mapping spatial requirements and activities into a detailed mechanism that will achieve the best outcome at the most appropriate scale. By encouraging stakeholders to creating an events-based rather than space-based identity, the book hopes to point the way to a fully-integrated learning landscape: a learning community.
Author: Moisès Esteban-Guitart
Publisher: Cambridge University Press
ISBN: 1107147115
Category : Education
Languages : en
Pages : 151
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Book Description
This book provides an invaluable resource for researchers who wish to improve education by bridging students, school, family, and community resources. Based in connecting experiences in and out of school, it suggests a strategy to put students' practices, cultures, and identities in the center of a twenty-first-century education.
Author: David Scott
Publisher: IAP
ISBN: 1607529602
Category : Science
Languages : en
Pages : 230
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Book Description
In recent years there has been increasing interest in issues of space and spatiality in the social sciences and humanities generally, if less so in the study of education. This relative lack of interest is surprising given the importance of space and time in the organization of teaching, learning and research. For instance, the timetable and project timeline are central to the organization of learning and knowledge production whether in schools, colleges or universities. Classrooms, workshops and laboratories have different spatial layouts, which support certain forms of interaction and communication. When we add to this, the increasing distances across which knowledge, understanding and competence are being distributed through the use of information and communications technologies, the fact that issues of space have not been taken up seems more than an oversight. This relative lack of interest in space becomes even more surprising when one considers the extensive use of spatial metaphors in the discussion of education and pedagogy. For instance, the notions of open, distance and distributed learning and student-centredness, border crossing, and communities of practice all have a spatial dimension to them. Notions of a spiral curriculum act as a spatial imaginary. Indeed some metaphors, such as flexibility seem to be suggestive of the possibility that all constraints of space and time can be conquered in the provision of learning opportunities throughout life. This collection of chapters from researchers around the world attempts to address these issues, to examine the significance of space for curriculum, learning and identity.
Author: Nicola K. Gale
Publisher: Routledge
ISBN: 1136685480
Category : Social Science
Languages : en
Pages : 411
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Book Description
The provision and use of traditional, complementary and alternative medicine (CAM) has been growing globally over the last 40 years. As CAM develops alongside - and sometimes integrates with - conventional medicine, this handbook provides the first major overview of its regulation and professionalization from social science and legal perspectives. The Routledge Handbook of Complementary and Alternative Medicine draws on historical and international comparative research to provide a rigorous and thematic examination of the field. It argues that many popular and policy debates are stuck in a polarized and largely asocial discourse, and that interdisciplinary social science perspectives, theorising diversity in the field, provide a much more robust evidence base for policy and practice in the field. Divided into four sections, the handbook covers: analytical frameworks power, professions and health spaces risk and regulation perspectives for the future. This important volume will interest social science and legal scholars researching complementary and alternative medicine, professional identify and health care regulation, as well as historians and health policymakers and regulators.
Author: Lynette Pretorius
Publisher: Springer Nature
ISBN: 9811393028
Category : Education
Languages : en
Pages : 290
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Book Description
This book offers a range of personal and engaging stories that highlight the diverse voices of doctoral students as they explore their own learning journeys. Through these stories, doctoral students call for an academic environment in which the discipline-specific knowledge gained during their PhD is developed in concert with the skills needed to maintain personal wellbeing, purposely reflect on experiences, and build intercultural competence. In recent years, wellbeing has been increasingly recognised as an important aspect of doctoral education. Yet, few resources exist to help those who support doctoral students. Wellbeing in Doctoral Education provides a voice for doctoral students to advocate for improvements to their own educational environment. Both the struggles and the strategies for success highlighted by the students are, therefore, invaluable not only for the students themselves, but also their families, their social networks, and academia more broadly. Importantly, the doctoral students’ stories should be a clarion call for those in decision-making positions in academia. These narratives demonstrate that it is imperative that academic institutions invest in providing the skills and support that doctoral students need to succeed academically and flourish emotionally.
