Politics, Pedagogy and Power: Bullying in Faculties of Education is the result of research seeking to find explanations for bullying between faculty members in faculties of education around the world. The frank and devastating revelations of professors are shocking and painful, screaming for interrogation. Bullying in faculties of education is a strange phenomenon because anti-bullying programs abound while the behavior occurs at a significant number of faculties of education. The research finds that factors in leadership and neoliberal politics cause this odd phenomenon. Other causes were found in the problematic position of education in the academic world. The underdog position academics in education find themselves in works both ways: notions of being of less importance than any other science are mirrored in feelings people working in education have about themselves. In this research a bricolage is executed, the methodology that intelligently joins research methods driven by the growing understanding of the problem of bullying between professors in education. This makes Politics, Pedagogy and Power a useful guide in methodology classes. This book is a perfect textbook for leadership programs in higher education, because it deals with good and bad leadership and issues of power.
Professional Development and the Digital Turn
Michele Knobel and Judy Kalman
New Literacies and Teacher Learning examines the complexities of teacher professional development today in relation to new literacies and digital technologies, set within the wider context of strong demands for teachers to be innovative and to improve students’ learning outcomes. Contributors hail from Argentina, Australia, Canada, Finland, Mexico, Norway, and the U.S., and work in a broad range of situations, grade levels, activities, scales, and even national contexts. Projects include early year education through to adult literacy education and university contexts, describing a range of approaches to taking up new literacies and digital technologies within diverse learning practices. While the authors present detailed descriptions of using various digital resources like movie editing software, wikis, video conferencing, Twitter, and YouTube, they all agree that digital «stuff» – while important – is not the central concern. Instead, what they foreground in their discussions are theory-informed pedagogical orientations, collaborative learning theories, the complexities of teachers’ workplaces, and young people’s interests. Thus, a key premise in this collection is that teaching and learning are about deep engagement, representing meanings in a range of ways. These include acknowledging relationships and knowledge; thinking critically about events, phenomena, and processes; and participating in valued social and cultural activities. The book shows how this kind of learning doesn’t simply occur in a one-off session, but takes time, commitment, and multiple opportunities to interact with others, to explore, play, make mistakes, and get it right.
Challenging Weight-Based Oppression Through Critical Education
Erin Cameron and Constance Russell
Over the past decade, concerns about a global «obesity epidemic» have flourished. Public health messages around physical activity, fitness, and nutrition permeate society despite significant evidence disputing the «facts» we have come to believe about «obesity». We live in a culture that privileges thinness and enables weight-based oppression, often expressed as fat phobia and fat bullying. New interdisciplinary fields that problematize «obesity» have emerged, including critical obesity studies, critical weight studies, and fat studies. There also is a small but growing literature examining weight-based oppression in educational settings in what has come to be called «fat pedagogy». The very first book of its kind, The Fat Pedagogy Reader brings together an international, interdisciplinary roster of respected authors who share heartfelt stories of oppression, privilege, resistance, and action; fascinating descriptions of empirical research; confessional tales of pedagogical (mis)adventures; and diverse accounts of educational interventions that show promise. Taken together, the authors illuminate both possibilities and pitfalls for fat pedagogy that will be of interest to scholars, educators, and social justice activists. Concluding with a fat pedagogy manifesto, the book lays a solid foundation for this important and exciting new field. This book could be adopted in courses in fat studies, critical weight studies, bodies and embodiment, fat pedagogy, feminist pedagogy, gender and education, critical pedagogy, social justice education, and diversity in education.
Young children’s access to knowledge about gender, relationships, and sexuality has critical implications for their health and well-being, not only in their early years but throughout their lives. This knowledge can build children’s competencies and resilience, contributing to new cultural norms of non-violence in gendered and sexual relationships. For many early childhood teachers, interacting with children about issues concerning gender and sexuality is fraught with feelings of uneasiness and anxiety. For others, familiarity with research on these topics has resulted in rethinking their approaches to sex, gender, and sexuality in their early childhood classrooms. The pedagogical project discussed in Disrupting Gendered Pedagogies in the Early Childhood Classroom examines the tensions associated with one teacher’s attempts to rethink gendered narratives and childhood sexuality in her own classroom. This project illustrates that it is possible for early childhood teachers to use feminist poststructuralism and queer theory to deepen their understandings and responses to children’s talk, actions, and play regarding sex, gender, and sexuality and to use these understandings to inform their professional practice.
João M. Paraskeva
Selbstfindung in einer Welt der kulturellen Vielfalt- Einführung in eine Theologie des Weges
Der Autor konzipiert «Interreligiöse Religionspädagogik» auf interdisziplinären Grundlagen. Sein Konzept bezieht sich auf das Verhältnis zur deutschen Minderheit der Muslime. Es bietet zugleich Raum für den allgemeinen interreligiösen Dialog. Die Grundlagen stammen aus der Sozialisationsforschung sowie der Anthropologie von Martin Buber. Erkenntnistheoretisch folgt die Studie wichtigen Positionen der Kognitionspsychologie und Naturwissenschaften. Damit schafft sie ein religiöses Bewusstsein für individuelle Selbstfindung im Glauben und befähigt, religiöse Differenzen konstruktiv zu verarbeiten. Dieses Konzept mündet in einer Theologie des Weges, die im religiösen Leben (Mystik, Meditation, Tao) seit jeher eine große Rolle spielte und für den zukünftigen interreligiösen Dialog entscheidend sein wird.
Paolo Bianchini and Roberto Sani
The essays in this book are focused on the production and the use of textbooks in different countries and different periods of European history. By indicating some particularly important moments in the evolution of textbooks, they allow a better understanding of the educational history and of some other related topics: the history of school subjects mainly reconstructed through the contents offered to students at various levels of education; the educational and cultural policies that the states have continued through and what is still one of the most powerful means of training and orientation of public opinion: the school. The common source to all the essays collected here is the educational publishing. All authors have analyzed books, authors, publishers, users of manuals in limited contexts and moments in the history of education in different countries, in the attempt to study it through the real materials used daily in classes and not simply on teaching methods and pedagogical theories.
La compétence paraphrastique (CP) est la capacité à produire des phrases exprimant approximativement le même sens. Elle est essentielle à l’apprenant d’une langue seconde. D’une part, elle l’aide à présenter une idée plus clairement et, d’autre part, elle lui permet de ne pas interrompre la production langagière. Grâce à la CP, l’apprenant a recours à de multiples façons d’exprimer une idée. Cet ouvrage porte sur le développement de la CP en français langue seconde aux niveaux avancés. De manière intéressante, un apprenant avancé éprouve parfois des difficultés à reformuler son discours. Ce livre propose une méthodologie de l’évaluation et de l’amélioration de la CP. La méthode didactique proposée inclut une présentation simplifiée des concepts de la Théorie Sens–Texte qui sont ensuite utilisés dans des exercices de reformulation. Cette nouvelle démarche pédagogique pourrait servir de référence aux enseignants de français langue seconde au niveau universitaire.
Susanne Göpferich and Imke Neumann
Academic literacy used to be considered a complex set of skills that develop automatically as a by-product of academic socialization. Since the Bologna Reform with its shorter degree programmes, however, it has been realized that these skills need to be fostered actively. Simultaneously, writing skills development at all levels of education has been faced with the challenge of increasingly multilingual and multicultural groups of pupils and students. This book addresses the questions of how both academic and professional writing skills can be fostered under these conditions and how the development of writing skills can be measured.
Progressive Education in the 21st Century – Second Edition
Susan F. Semel, Alan R. Sadovnik and Ryan W. Coughlan
The second edition of «Schools of Tomorrow,» Schools of Today: Progressive Education in the 21
st Century documents a new collection of child-centered progressive schools founded in the first half of the twentieth century and provides histories of some contemporary examples of progressive practices. Part I discusses six progressive schools founded in the first part of the twentieth century (City and Country; Dalton; the Weekday School at Riverside Church; The Laboratory School at the Institute of Child Study; Alabama State Teachers College Laboratory High School; and Highlander), tracing them from their beginnings. Part II examines four more contemporary schools (Central Park East 1; Central Park East Secondary; Learning Community Charter School; and KIPP TEAM Academy), showing how progressive practices gained momentum from the 1960s onward. As a volume in the History of Schools and Schooling series, this book seeks to look to the past for what it can teach us today.