LEADER 03120nam 2200385 450 001 9910629592803321 005 20230516152141.0 035 $a(CKB)5590000001000936 035 $a(NjHacI)995590000001000936 035 $a(EXLCZ)995590000001000936 100 $a20230516d2022 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe 4IR and teacher education in South Africa $econtemporary discourses and empirical evidence /$fAnilkumar Krishnannair [and nine others] 210 1$a[Place of publication not identified] :$cAOSIS,$d2022. 210 4$dİ2022 215 $a1 online resource (234 pages) 225 1 $aDisruptions in higher education: Impact and implication 311 $a1-77634-219-4 320 $aIncludes bibliographical references and index. 330 $aThe 4IR has become an overarching framework within which education systems, including teacher education, are operating. Contingent upon the ideology of neo-liberalism, the 4IR seeks to transform societies in ways which respond to the relentless developments in technology, the Internet and digital capacities which, by design and intent, are purposed at increasing both productivity and the associated quality while at the same time reducing human intervention in the same processes. In teacher education, how we teach and train student teachers will be substantially influenced by the imperatives of the 4IR. There are multiple unresolved questions as the 4IR takes centre stage. For example, what will it mean for teaching and learning in schools that have severe technological and digital deficits; for teachers and students who have minimal technological literacies; for delivering high-quality teaching and learning; for transforming both the content and pedagogies of teacher education and, above all, for delivering socially just educational experiences for all our learners, regardless of class, race, and privilege. The discourse of the 4IR is contemporary and requires multiple perspectives to explore what it means in different contexts and settings, the understandings it engenders in people, what it implies across a wide range of educational decision-making levels, and that its fundamental assumptions cohere with national and societal assumptions about equality, equity and social justice. Multiple methodological approaches were utilised in the interrogation of the idea of the 4IR in teacher education in South Africa, including theoretical, empirical, and small-scale case studies, amongst others. The data these approaches provide are equally valued based on the purposes for which they have been derived. 410 0$aDisruptions in higher education: Impact and implication. 606 $aEducational change$zAfrica 615 0$aEducational change 676 $a370.96 700 $aKrishnannair$b Anilkumar$01357263 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910629592803321 996 $aThe 4IR and teacher education in South Africa$93362921 997 $aUNINA LEADER 02868nam 2200409 u 450 001 9910754896503321 005 20241107093313.0 010 $a1-000-82045-9 035 $a(CKB)27379059700041 035 $a(BIP)085109482 035 $a(BIP)086376980 035 $a(ODN)ODN0009432722 035 $a(EXLCZ)9927379059700041 100 $a20230705d2022 uy 0 101 0 $aeng 135 $aurcn|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aCriminal Careers: Life and Crime Trajectories of Former Juvenile Offenders in Adulthood 210 $cRoutledge$d2022 215 $a1 online resource (284 pages) $cillustrations 225 0 $aRoutledge Studies in Criminal Behaviour. 311 08$a1-03-236543-9 330 8 $aCriminal Careers follows the lives and criminal behaviours of 2,397 people in Poland who as juveniles committed a crime and received a form of punishment from the juvenile court between the late 1980s and the year 2000. Through combining quantitative and qualitative research, their criminal careers, the differences between men and women, risk factors, and reasons for nondesistance are analysed.Uniquely, the authors have used an extensive database of former juveniles, in which as many as 40% were women. This book therefore makes a comparison between women and men in terms of their future life paths. Additionally, the researched group consisted of teenagers from two different periods: the 1980s (the transition generation) and 2000 (the millennial generation), which in the context of Central and Eastern European countries means that they entered adulthood in completely different realities. These differences are therefore also explored in depth within the book.By focusing on Poland, the book provides a different perspective to criminal career research, which is generally limited to a few countries in Western Europe and the United States.The book will be of great interest to academics and students who are developing their own research in the fields of criminal careers, juvenile delinquency, and antisocial behaviours by young people. It will also appeal to professionals, includingjuvenile judges, probation officers, staff in correctional facilities and social rehabilitation institutions, social workers and employees of nonprofit organisationsthat supportjuveniles, people in crisis, and prisoners or exprisoners. 606 $aCriminology 615 0$aCriminology. 676 $a364.309438 686 $aSOC004000$2bisacsh 700 $aKlaus$b Witold$01382509 702 $aKlaus$b Witold 702 $aRzepliska$b Irena 702 $aWoniakowska-Fajst$b Dagmara 906 $aBOOK 912 $a9910754896503321 996 $aCriminal Careers: Life and Crime Trajectories of Former Juvenile Offenders in Adulthood$94288356 997 $aUNINA