LEADER 04060nam  22006495  450 
001 9910299533203321
005 20230810193630.0
010   $a9783319779508
010   $a3319779508
024 7 $a10.1007/978-3-319-77950-8
035   $a(CKB)4100000004243828
035   $a(DE-He213)978-3-319-77950-8
035   $a(MiAaPQ)EBC5379775
035   $a(Perlego)3495095
035   $a(EXLCZ)994100000004243828
100   $a20180502d2018      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aRupturing African Philosophy on Teaching and Learning $eUbuntu Justice and Education /$fby Yusef Waghid, Faiq Waghid, Zayd Waghid
205   $a1st ed. 2018.
210  1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2018.
215   $a1 online resource (XXX, 199 p.) 
311 08$a9783319779492 
311 08$a3319779494 
327   $aChapter 1. Towards an understanding of African philosophy of education -- Chapter 2. A curriculum response to pedagogic dilemmas: Towards enhanced teaching and learning -- Chapter 3. African philosophy of education and ubuntu justice -- Chapter 4. Cultivating pedagogic justice through deliberation, responsibility and risk-oriented action commensurate with an African philosophy of education -- Chapter 5. Cultivating assemblages of learning: From teaching to learning and back to teaching -- Chapter 6. Designing and Implementing a course on African philosophy of education: Cultivating Cosmopolitan Justice -- Chapter 7. Reflexive thoughts on teaching for change: Democratic education re-imagined -- Chapter 8. A democratic university without ruins: Some reflections on possibilities and particularities of an African university -- Chapter 9. Decolonised education: Cultivating curriculum renewal and decoloniality -- Postscript: Reflecting on ruptured pedagogic moments in Teaching for Change.
330   $aThis book examines African philosophy of education and the enactment of ubuntu justice through a massive open online course on Teaching for Change. The authors argue that such pedagogic encounters have the potential to stimulate just and democratic human relations: encounters that are critical, deliberate, reflective and compassionate could enable just and democratic human relations to flourish, thus inducing decolonisation and decoloniality. Exploring arguments for imaginative and tolerant pedagogic encounters that could help cultivate an African university where educators and students can engender morally and politically responsible pedagogical actions, the authors offer pathways for thinking more imaginatively about higher education in a globalised African context. This work will be of value for researchers and students of philosophy of education, higher education and democratic citizenship education.
606   $aEducation$xPhilosophy
606   $aLearning, Psychology of
606   $aTeachers$xTraining of
606   $aEthnology$zAfrica
606   $aCulture
606   $aEducational Philosophy
606   $aPhilosophy of Education
606   $aInstructional Psychology
606   $aTeaching and Teacher Education
606   $aAfrican Culture
615  0$aEducation$xPhilosophy.
615  0$aLearning, Psychology of.
615  0$aTeachers$xTraining of.
615  0$aEthnology
615  0$aCulture.
615 14$aEducational Philosophy.
615 24$aPhilosophy of Education.
615 24$aInstructional Psychology.
615 24$aTeaching and Teacher Education.
615 24$aAfrican Culture.
676   $a370.1
700   $aWaghid$b Yusef$4aut$4http://id.loc.gov/vocabulary/relators/aut$0850034
702   $aWaghid$b Faiq$4aut$4http://id.loc.gov/vocabulary/relators/aut
702   $aWaghid$b Zayd$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910299533203321
996   $aRupturing African Philosophy on Teaching and Learning$92534916
997   $aUNINA