Böcker utgivna av Brill - Sense

Can we speak of a Mediterranean pedagogy of the arts? The authors in this volume argue in different ways that the answer to this question cannot be carved out of a singular, monolithic interpretation of the region. Instead, we need to look for provisional answers in the region's dynamic developments, historic and contemporary exchanges of ideas and cultural codes and in the shifting nature of a sea that invites journeying, inquisitive people to discover new routes.

Productive Remembering and Social Agency examines how memory can be understood, used and interpreted in forward-looking directions in education to support agency and social change. The edited collection features contributions from established and new scholars who take up the idea of productive remembering across diverse contexts, positioning the work at the cutting edge of research and practice.

This book is intended to illuminate the experiences of teachers working in higher education, the tensions they face in working in an increasingly complex professional landscape. Higher teaching loads, increased expectations of research output, and changing social and economic structures that shape the way students view their tertiary education have a profound affect on university teachers' work.The pages of this volume are filled with the stories of teachers in universities that allow the reader to look deeply into the complexities of their work. We and the other authors do not pretend that the stories told here are representative of all university teachers, that they are in any way generalisable, but that others may learn from the knowledge that is shared.

This book grew out of a public lecture series, Alternative forms of knowledge construction in mathematics, conceived and organized by the first editor, and held annually at Portland State University from 2006. Starting from the position that mathematics is a human construction, implying that it cannot be separated from its historical, cultural, social, and political contexts, the purpose of these lectures was to provide a public intellectual space to interrogate conceptions of mathematics and mathematics education, particularly by looking at mathematical practices that are not considered relevant to mainstream mathematics education. One of the main thrusts was to contemplate the fundamental question of whose mathematics is to be valorized in a multicultural world, a world in which, as Paolo Freire said, "The intellectual activity of those without power is always characterized asnon-intellectual". To date, nineteen scholars (including the second editor) have participated in the series. All of the lectures have been streamed for global dissemination at:http://www.media.pdx.edu/dlcmedia/events/AFK/. Most of the speakers contributed a chapter to this book, based either on their original talk or on a related topic. The book is divided into four sections dealing with: . Mathematics and the politics of knowledge . Ethnomathematics . Learning to see mathematically . Mathematics education for social justice.

Phronesis is the Aristotelian notion of practical wisdom. In this collected series, phronesis is explored as an alternate way of considering professional knowledge. In the present context dominated by technical rationalities and instrumentalist approaches, a re-examination of the concept of phronesis offers a fundamental re-visioning of the educational aims in professional schools and continuing professional education programs. This book originated from a conversation amongst an interdisciplinary group of scholars from education, health, philosophy, and sociology, who share concerns that something of fundamental importance - of moral significance - is missing from the vision of what it means to be a professional. The contributors consider the ways in which phronesis offers a generative possibility for reconsidering the professional knowledge of practitioners. The question at the centre of this inquiry is: "If we take phronesis seriously as an organising framework for professional knowledge, what are the implications for professional education and practice?"A multiplicity of understandings emerge as to what is meant by phronesis and how it might be reinterpreted, understood, applied, and extended in a world radically different to that of the progenitor of the term, Aristotle. For those concerned with professional life this is a conversation not to be missed.

These collected papers are critical reflections about the rapid digitalization of discourse and culture. This disruptive change in communicative interaction has swept rapidly through major universities, nation states, learned disciplines, leading businesses, and government agencies during the past decade. To commemorate the tenth anniversary of the Center for Digital Discourse and Culture (CDDC) at Virginia Tech, which has been a pioneering leader for many of these changes in university settings, the contributors to this volume examine the transformative implications of digitalizing discourse and culture inside and outside of the academic arena. These technologies of digitalization have created new communities of users, which are highly engaged with their new communicative possibilities, informational content, and discursive forms. Few have asked what these changes will mean, and many of the most important voices engaged in debates about this critical transformation are gathered here in this volume. Each author in his or her own way considers what accepting digital discourse and informational culture now means for contemporary economies, governments, and societies.

This book is a companion to the IYC-2011 celebration. The eleven chapters are organized into three sections: Section 1: Marie Curie's Impact on Science and Society, Section 2: Women Chemists in the Past Two Centuries, and Section 3: Policy Implications. The authors invited to contribute to this book were asked to orient their chapter around a particular aspect of Marie Curie's life such as the ethical aspects of her research, women's role in research or her influence on the image of chemists.Our hope is that this book will positively influence young women's minds and decisions they make in learning of chemistry/science like Marie Curie's biography. But we do hope this book opens an avenue for young women to explore the possibility of being a scientist, or at least to appreciate chemistry as a human enterprise that has its merit in contributing to sustainability in our world. Also we hope that both men and women will realize that women are fully competent and capable of conducting creative and fascinating scientific research.

Since most research on work focuses on paid work, and most literature on education concentrates on schools, it is not surprising that studies on the relations between work and learning emphasize the relations between paid employment and organized education. This unique book deals with an area that has been rarely covered in the literature on work and education: the connections between volunteer work and informal learning. Through a variety of examples, ranging from the Red Cross to teacher-labourers, from cooperatives to social housing, and from participatory democracy to environmental social movements, this volume examines the learning dimension of volunteer work in different contexts. It also considers the special case of volunteerism among recent immigrants. The case studies analyze three basic types of voluntary organizations: those providing social services, representing local communities and mobilizing for social change. The chapters include profiles of the actual work their members do and detailed accounts of the learning practices they are engaged in during their work, and the impact of such learning on their personal and professional development. The concluding chapter offers a comparative analysis, practical recommendations and steps for further research.

This book focuses on developing and updating prospective and practicing chemistry teachers' pedagogical content knowledge. The 11 chapters of the book discuss the most essential theories from general and science education, and in the second part of each of the chapters apply the theory to examples from the chemistry classroom. Key sentences, tasks for self-assessment, and suggestions for further reading are also included. The book is focused on many different issues a teacher of chemistry is concerned with. The chapters provide contemporary discussions of the chemistry curriculum, objectives and assessment, motivation, learning difficulties, linguistic issues, practical work, student active pedagogies, ICT, informal learning, continuous professional development, and teaching chemistry in developing environments.This book, with contributions from many of the world's top experts in chemistry education, is a major publication offering something that has not previously been available. Within this single volume, chemistry teachers, teacher educators, and prospective teachers will find information and advice relating to key issues in teaching (such as the curriculum, assessment and so forth), but contextualised in terms of the specifics of teaching and learning of chemistry, and drawing upon the extensive research in the field. Moreover, the book is written in a scholarly style with extensive citations to the literature, thus providing an excellent starting point for teachers and research students undertaking scholarly studies in chemistry education; whilst, at the same time, offering insight and practical advice to support the planning of effective chemistry teaching. This book should be considered essential reading for those preparing for chemistry teaching, and will be an important addition to the libraries of all concerned with chemical education.- Dr Keith S. Taber (University of Cambridge; Editor: Chemistry Education Research and Practice)The highly regarded collection of authors in this book fills a critical void by providing an essential resource for teachers of chemistry to enhance pedagogical content knowledge for teaching modern chemistry. Through clever orchestration of examples and theory, and with carefully framed guiding questions, the book equips teachers to act on the relevance of essential chemistry knowledge to navigate such challenges as context, motivation to learn, thinking, activity, language, assessment, and maintaining professional expertise. If you are a secondary or post-secondary teacher of chemistry, this book will quickly become a favorite well-thumbed resource! - Professor Hannah Sevian (University of Massachusetts Boston)

The global level of economic, ecological, social, political and cultural integration across nation states and the rapid advancement of technology have brought about transformations that are part of globalisation. Our students are expected to be agents of change rather than passive observers of world events; and at the same time, to live together in an increasingly diverse and complex society and to reflect on and interpret fast changing information. In such a new world order, the holistic development of our students, namely in the cognitive, aesthetics, physical, social and moral, leadership and global domains, is pivotal. This edited book provides descriptive and interpretive accounts of how an elementary school in the FutureSchools@Singapore programme creates holistic technology-enhanced learning experiences for its students at the classroom and school levels. By documenting these accounts and linking them to student learning outcomes, the school will lead the way in providing possible models for the seamless and pervasive integration of information and communication technologies (ICT) into the curriculum for the holistic development of our students.

Accelerated substantial progress regarding many fields of production and services imposes pressure upon the labor market. Employers are desperately looking for skilled workers in nearly all technological fields. All over the world this pressure reaches the national systems of vocational education and training. Along with the output orientation turn new standards are imposed, forcing firms and schools to make every endeavor to improve and remodel their programs as well as their practices to reach more and more ambitious goals. To be successful they need the results of scientific research from which they demand reliable information on methods to diagnose the state and learning progress of students and on means to foster and promote competencies of heterogeneous groups of leaners. The book offers 22state-of-the-art articles covering the central fields of vocational education and training and reporting on new and adequate ways to deal with these challenges.

Excerpts from the final chapter: "A Conversation Amongst the Authors," developed as an online discussion about the process and importance of writing for this book. Authors are identified with the title of their corresponding book chapter from this volume: Wow, FINALLY, a text that will address the emotional and personal struggles - and victories - of teaching a critical pedagogy!...Gaining and sharing insights to the real personal and emotional struggles critical pedagogues feel while engaging in critical teaching is crucial if we want to survive in the academy where academic freedom and promotion and tenure may be at risk simply due to one's ideological position. Priya Parmar: "The 'Dangers' of teaching a critical pedagogy" I had a class I taught in the fall ("Diversity in Human Relations") read my piece for this book. It was a risk. Some people thought I was insane to stand in front of a class of students who had just read about these deeply personal, deeply painful experiences of mine. But I thought it was pedagogically important to do so. I ask my students every day to push themselves, take risks, ask questions, and expose themselves. If I'm not prepared to do so myself, then how dare I expect them to? Liz Meyer: "I am (not) a feminist: Unplugging from the Heterosexual Matrix" Through my classroom research and teaching of pre-service teachers, I've become increasingly convinced that individual's belief systems and school ideologies inform/influence/construct/create discriminatory practices in schools. I think that intellectual and scholarly rigor and/or critical action are important but I also think that unless people connect their feelings to their thoughts and actions, their ideologies go untroubled and real change can't occur. Andrea Sterzuk: "From Buffalo Plains to Wheat Fields: Critical thinking in the Canadian praires" The problem is, it [the affective] is not important- or, it has not been important enough. It is too easy to deny the relevance of me, my life, my history, my being in the context of academia. Carmen Lavoie: "Activism where I stand: Moving beyond words in graduate education" To me, critical self-reflection is about accepting that self-understanding and social change go hand in hand (Pinar, 2004); it's about going beyond understanding criticality - it's about living it. And once you start reflecting on yourself critically - and I hope I'm starting to - you might be surprised at the layers of deception that you uncover in yourself. Oh yeah, humility is required. But only then can you start to be more understanding, rather than simply critical, of the duplicity found in others. Sandra Chang-Kredl: "'My Future Self N' Me:' Currere and childhood fiction in education" In a faculty of education we often ask undergraduate and graduate students to undergo the type of critical self reflection that comes out in Rocking Your World.... We extol the benefits of critically reflecting to undergraduates because we are adamant it will help them become better teachers, but where is the same push at the university level of teaching? Eloise Tan: "Critical Pedagogy and the great white hope dilemma" Through my research I have come to a deeper appreciation of the importance of story and its undeniable connection to place. I believe this is a framework in which we can begin to understand the confusing and emotional questions of ethnicity and identity. "Our story", each person's lived experience, is the basis on which a person's identity is formed and creates the lens through which the world is seen. Kevin O&a

The author takes readers on a journey of a large number of issues in designing actual studies of knowing and learning in the classroom, exploring actual data, and putting readers face to face with problems that he actually or possibly encountered, and what he has done or possibly could have done. The reader subsequently sees the results of data collection in the different analyses provided. The author shows how one writes very different studies using the same data sources but very different theoretical assumptions and analytic technique. The author brings his publication experience in very different disciplines-including science education, mathematics education, teacher education, curriculum, applied cognitive science, linguistics, social studies of science, and epistemology-into play to provide readers with way of experiencing research as praxis. The book is organized around six major themes (sections), in the course of which it develops the practical problems an educational researcher might face in a large variety of settings. In Part A, Collecting Data, the author introduces design experiments and ethnographic designs; in Part B, Analyzing Data, finding the right zoom level and focus, cognitive phenomenology, discourse analysis, and conversation analysis constitute the organizing themes. For each theme, the author uses one of his extensive databases to draw on examples, problems, decisions, solutions, and so on.The book was written to be used by upper undergraduate and graduate students taking courses in research design; because of its practical approach, it is highly suitable for those contexts where research methods courses do not exist. The audience also includes professors, who want to have a reference on design and methodology, and those who have not yet had the opportunity to employ a particular method.

This book sets out to bring voices of the South to the debate on localization of education and makes the case that it should be considered a right in education. Despite all the scientifically-based evidence on the improved quality of education through the use of a local language and local knowledge, English as a language of instruction and "Western" knowledge based curriculum continue to be used at all educational levels in many developing nations. This means that in many African countries, the goal of rights to education is becoming increasingly remote, let alone that of rights in education. With this understanding and with the awareness of the education challenges of millions of children throughout Africa, the authors argue that local curriculum through local languages needs to be valued and to be preserved, and that children need to be prepared for the world in a language that promotes understanding. The authors make a clear case that policy makers are in a position to work towards a quality education for all as part of a more comprehensive right-based approach. We owe it to the children of the South to offer the best quality education possible in order to achieve social justice. This book convincingly erases any doubt that a rupture from this historical legacy is necessary in order to counter elitism and rediscover pathways to quality education through the promotion of local languages grounded in a contextually relevant and rights based education system. The various contributions cohere into a vital read compellingly linking issues of language, power and rights in education. This compilation must be read by African policy makers, language planners, educationists and all who are concerned with human rights as well as those wanting to understand the continuing 'underdevelopment' of African societies. Salim Vally, Director of the Centre for Education Rights and Transformation at the University of Johannesburg, South Africa. In focusing on the right as well as the need to indigenize linguistic and curricular contexts in Africa education, this new book achieves the two occasionally parallel but often intersecting objectives of de-Europeanizing African schooling while at the same, clearing the deck for the decolonial re-voicing of emergent epistemic and pedagogical platforms that should constitute the sine qua non of educational well-being for the masses of this ancient continent. It is a timely, well-constructed work that should benefit students, specialized researchers, policy makers and the general public inside and outside Africa. Ali Abdi, Professor of Education and International Development at the University of Alberta, Canada. As we move towards defining the Post 2015 education and development agenda, it is critical that we revisit the issue of "Right for quality education for All". It is refreshing to know that through this book Zehlia Babaci-Wilhite and other colleagues are putting the use of the African languages and cultures of the learners and their communities as at the center of the policies geared towards promoting access to quality education to all African learners. I recommend "Giving Space to Africa Voices: Rights in Local Languages and Local Curriculum" to all policy makers and practionners engaged in the Post 2015 Education debate. Professor Hassana Alidou, Director and Representative UNESCO Regional Office Abuja, Nigeria.