LEADER 05607nam 22006615 450 001 9910357856003321 005 20240321233313.0 010 $a9783030284121 010 $a3030284123 024 7 $a10.1007/978-3-030-28412-1 035 $a(CKB)4100000009844786 035 $a(MiAaPQ)EBC5979942 035 $a(DE-He213)978-3-030-28412-1 035 $a(EXLCZ)994100000009844786 100 $a20191118d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCulture in Education and Education in Culture $eTensioned Dialogues and Creative Constructions /$fedited by Pernille Hviid, Mariann Märtsin 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (xxiii, 260 pages) $cillustrations 225 1 $aCultural Psychology of Education,$x2364-6799 ;$v10 311 08$a9783030284114 311 08$a3030284115 327 $aPart I: Perspectives on the challenge of globalization -- Ch 1. Education, competition and cultural development -- Ch 2. What is disruptive about disruptive behavior? -- Ch 3. Buildung, motivation, and deliberative democracy in primary education -- Ch 4. Commentary To Part 1: Perspectives on the Challenge of Globalization -- Part II: Constructing Culturally Responsive Education -- Ch 5. Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal and Torres Strait Islander Children Transition to School -- Ch 6. A Cultural-Historical Model to Inform Culturally Responsive Pedagogies: Case Studies of Educational Practices in Solomon Islands and Australia -- Ch 7. Nhembo?ea reko regua: trajectories of the Mbya Guarani struggles for a differentiated education -- Ch 8. Education for beauty in the Laje Collection and the emergence of creative work at the outskirts of Salvador, Brazil -- Ch 9.Commentary to PartII: Constructing culturally responsive education -- Part III: Educational cultivation of personal lives -- Ch 10. Identity in education and education in identities. Connecting curriculum and school practice to students? lives and identities -- Ch 11. Using symbolic resources to overcome institutional barriers: a case study of an Albanian-speaking young woman in Switzerland -- Ch 12. Teacher identity in structural reflective workshops: A view from China -- Ch 13. Children?s development ? between personal engagements and curriculum based pre-school practices -- Ch 14. Commentary to Part III: Cultural perspectives on self/identity issues, prejudice and symbolic resources -- Ch 15. Editors? conclusion: Imagining an education for ?good life?. 330 $a In a world where the global engagement and international dialogue intensifies, some areas of cultivated knowledge suffer from this dialogue and this has consequences for people and communities. We propose education to be such a case. The global dialogue in education tends to be restricted to and mediated by standardized measurements. Such standards are meant to measure qualities of education and of student behavior and create the sought for condition for normative comparability and competition. The obvious drawback is that cultural variability ? in local living as well as in education ? is rendered irrelevant. Are there alternatives? The book insists on maintaining the discussion about education on a global level, but rather than moving towards homogenization and standardization of education, the attention is drawn towards the potential for learning from creative fits - and misfits - between concrete local cultures, institutional practices and global aims and standards of education. This work brings together a group of educational and developmental researchers and scholars grappling to find culturally informed and sensitive modes of educating people and communities. Case studies and examples from four geographical contexts are being discussed: China, Brazil, Australia and Europe. While being embedded in these local cultures, the authors share a conceptual grounding in cultural developmental theorizing and a vision for a culturally informed globalized perspective on education. As the theme of the book is learning from each other, the volume also includes commentaries from leading scholars in the field of cultural psychology and education. 410 0$aCultural Psychology of Education,$x2364-6799 ;$v10 606 $aEducational psychology 606 $aInternational education 606 $aComparative education 606 $aDevelopmental psychology 606 $aCulture 606 $aEducational Psychology 606 $aInternational and Comparative Education 606 $aDevelopmental Psychology 606 $aSociology of Culture 615 0$aEducational psychology. 615 0$aInternational education. 615 0$aComparative education. 615 0$aDevelopmental psychology. 615 0$aCulture. 615 14$aEducational Psychology. 615 24$aInternational and Comparative Education. 615 24$aDevelopmental Psychology. 615 24$aSociology of Culture. 676 $a306.43 702 $aHviid$b Pernille$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMärtsin$b Mariann$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910357856003321 996 $aCulture in Education and Education in Culture$92527440 997 $aUNINA