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Author: Johan Muller
Publisher: Routledge
ISBN: 1135700435
Category : Education
Languages : en
Pages : 211
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Book Description
Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?
Author: Johan Muller
Publisher: Routledge
ISBN: 1135700435
Category : Education
Languages : en
Pages : 211
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Book Description
Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?
Author: Katherine Ryan
Publisher: SAGE Publications
ISBN: 1483343456
Category : Social Science
Languages : en
Pages : 872
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Book Description
Bringing together the expertise of top evaluation leaders from around the world, The SAGE International Handbook of Educational Evaluation addresses methods and applications in the field, particularly as they relate to policy- and decision-making in an era of globalization. The comprehensive collection of articles in the Handbook compels readers to consider globalization influences on educational evaluation within distinct genres or families of evaluation approaches. Key Features Discusses substantive issues surrounding globalization, and its implication for educational policy and practice and ultimately evaluation; Includes state-of-the-art theory chapters and method chapters within scientific, accountability-oriented, learning-oriented, and political genres of evaluation approaches; Provides real-world case exemplar chapters to illustrate core concepts within genres; Extends dialogue on controversial topics and contemporary educational evaluation tensions in the context of globalization; Summarizes, by means of an integration chapter, the issues, tensions and dilemmas confronting educational evaluators in an era of globalization. Serving as a state-of-the-art resource on educational evaluation, this volume is designed for graduate students, evaluation scholars and researchers and professional evaluation practitioners with an interest in educational program and policy evaluation.
Author: Kendi Borona
Publisher: Cambridge Scholars Publishing
ISBN: 1527524124
Category : Nature
Languages : en
Pages : 250
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Book Description
Conservation has, over the last couple of decades, coalesced around the language of ‘community-engagement’. Models that seemed to prop up conservation areas as those emptied of human presence are cracking under their own weight. This book grounds our understanding of people-forest relationships through the lens of Indigenous Knowledge Systems (IKS) in the Nyandarwa (Aberdare) forest reserve in Kenya, home to the Agĩkũyũ people. It confronts the history of land dispossession in Kenya, demonstrates that land continues to be a central pillar of Agĩkũyũ indigenous environmental thought, and cements the role of the forest in sustaining the struggle for independence. It also shines a light on seed and food sovereignty as arenas of knowledge mobilization and self-determination. The book concludes by showing how IKS can contribute to forging sustainable people-forest relationships.
Author: Vandana Shiva
Publisher:
ISBN: 9780907791782
Category :
Languages : en
Pages : 320
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Book Description
Authored by world renowned activist and environmental leader Vandana Shiva, Reclaiming the Commons presents the history of the struggle to defend biodiversity and traditional practices against corporate biopiracy and details efforts to realize legal rights for Mother Earth and achieve the vision of the universal commons and Earth as Family.
Author: Wayne Au
Publisher: Teachers College Press
ISBN: 080777393X
Category : Education
Languages : en
Pages : 304
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Book Description
Author: Melissa K. Nelson
Publisher: Cambridge University Press
ISBN: 1108428568
Category : History
Languages : en
Pages : 291
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Book Description
Provides an overview of Native American philosophies, practices, and case studies and demonstrates how Traditional Ecological Knowledge provides insights into the sustainability movement.
Author: Katayoun Arian
Publisher: Hatje Cantz Verlag
ISBN: 3775756752
Category : Art
Languages : en
Pages : 368
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Book Description
This expanded second edition of Reclaiming Artistic Research explores artistic research in dialogue with 24 artists worldwide, reclaiming it from academic associations of the term. Embracing artists' dynamic engagement with other fields, it foregrounds the material, spatial, embodied, organizational, choreographic, and technological ways of knowing and unknowing specific to contemporary artistic inquiry. The second edition features a new text by the author and four new artist dialogues to reflect on the changing stakes of artistic research in the wake of the global pandemic, a widespread reckoning with social justice, the growing role of artificial intelligence, and the urgent reality of climate change. LUCY COTTER (*1973, Ireland) is a writer, curator, and artist. She was Curator of the Dutch Pavilion, 57th Venice Biennale, 2017, and Curator in Residence at Oregon Center for Contemporary Art 2021–22. The inaugural director of the Master Artistic Research, Royal Academy of Art, The Hague, Cotter has lectured internationally, most recently at Portland State University. She holds a project residency at Stelo Arts and Culture Foundation 2023-24.
Author: Ryan Walker
Publisher: McGill-Queen's Press - MQUP
ISBN: 0773589945
Category : Social Science
Languages : en
Pages : 660
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Book Description
Centuries-old community planning practices in Indigenous communities in Canada, the United States, New Zealand, and Australia have, in modern times, been eclipsed by ill-suited western approaches, mostly derived from colonial and neo-colonial traditions. Since planning outcomes have failed to reflect the rights and interests of Indigenous people, attempts to reclaim planning have become a priority for many Indigenous nations throughout the world. In Reclaiming Indigenous Planning, scholars and practitioners connect the past and present to facilitate better planning for the future. With examples from the Canadian Arctic to the Australian desert, and the cities, towns, reserves and reservations in between, contributors engage topics including Indigenous mobilization and resistance, awareness-raising and seven-generations visioning, Indigenous participation in community planning processes, and forms of governance. Relying on case studies and personal narratives, these essays emphasize the critical need for Indigenous communities to reclaim control of the political, socio-cultural, and economic agendas that shape their lives. The first book to bring Indigenous and non-Indigenous authors together across continents, Reclaiming Indigenous Planning shows how urban and rural communities around the world are reformulating planning practices that incorporate traditional knowledge, cultural identity, and stewardship over land and resources. Contributors include Robert Adkins (Community and Economic Development Consultant, USA), Chris Andersen (Alberta), Giovanni Attili (La Sapienza), Aaron Aubin (Dillon Consulting), Shaun Awatere (Landcare Research, New Zealand), Yale Belanger (Lethbridge), Keith Chaulk (Memorial), Stephen Cornell (Arizona), Sherrie Cross (Macquarie), Kim Doohan (Native Title and Resource Claims Consultant, Australia), Kerri Jo Fortier (Simpcw First Nation), Bethany Haalboom (Victoria University, New Zealand), Lisa Hardess (Hardess Planning Inc.), Garth Harmsworth (Landcare Research, New Zealand), Sharon Hausam (Pueblo of Laguna), Michael Hibbard (Oregon), Richard Howitt (Macquarie), Ted Jojola (New Mexico), Tanira Kingi (AgResearch, New Zealand), Marcus Lane (Griffith), Rebecca Lawrence (Umea), Gaim Lunkapis (Malaysia Sabah), Laura Mannell (Planning Consultant, Canada), Hirini Matunga (Lincoln University, New Zealand), Deborah McGregor (Toronto), Oscar Montes de Oca (AgResearch, New Zealand), Samantha Muller (Flinders), David Natcher (Saskatchewan), Frank Palermo (Dalhousie), Robert Patrick (Saskatchewan), Craig Pauling (Te Runanga o Ngai Tahu), Kurt Peters (Oregon State), Libby Porter (Monash), Andrea Procter (Memorial), Sarah Prout (Combined Universities Centre for Rural Health, Australia), Catherine Robinson (Commonwealth Scientific and Industrial Research Organization, Australia), Shadrach Rolleston (Planning Consultant, New Zealand), Leonie Sandercock (British Columbia), Crispin Smith (Planning Consultant, Canada), Sandie Suchet-Pearson (Macquarie), Siri Veland (Brown), Ryan Walker (Saskatchewan), Liz Wedderburn (AgResearch, New Zealand).
Author: Karl Maton
Publisher: Routledge
ISBN: 1134019645
Category : Education
Languages : en
Pages : 256
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Book Description
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.
Author: Marshall Vian Summers
Publisher: New Knowledge Library
ISBN: 188423867X
Category : Religion
Languages : en
Pages : 619
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Book Description
Steps to Knowledge: The Book of Inner Knowing Steps to Knowledge is the Book of Inner Knowing. Its one-year study plan, which is divided into 365 “steps,” or lessons, is designed to enable students to learn to experience and to apply their Self-Knowledge, or Spiritual Power, in the world. Steps to Knowledge sets out to accomplish this task in a step-by-step manner as students are introduced to the essential ideas and practices which make such an undertaking possible. Practicing every day provides a solid foundation of experience and develops the thinking, perception and self-motivation necessary for both worldly success and spiritual advancement. Steps to Knowledge describes Knowledge in the following way: “Knowledge represents your True Self, your True Mind and your True Relationships in the universe. It also possesses your greater calling in the world and a perfect utilization of your nature, all of your inherent abilities and skills, even your limitations, all to be given for good in the world.” (Step 2) Knowledge is the deeper spiritual mind that the Creator has given to each person. It is the source of all meaningful action, contribution and relationships. It is our natural Inner Guidance system. Its reality is mysterious, but its Presence can be directly experienced. Knowledge is remarkably wise and effective in guiding each person in finding his or her right relationships, work and contribution. It is equally effective in preparing one to recognize the many pitfalls and deceptions that exist along the way. It is the basis for seeing, knowing, and acting with certainty and strength. It is the foundation of life. Steps to Knowledge has been provided as a Way for individuals who feel that a spiritual calling and purpose are emerging in their lives, but who need a new approach to fully comprehend what this means. Often these individuals have felt this pull for a long time. Steps provides a foundation upon which they can begin to respond to this calling. The only entrance requirement is the determination to know one’s purpose, meaning and direction.
