LEADER 04191nam 2200445 450 001 9910807992203321 005 20230809234502.0 010 $a1-5275-0262-7 035 $a(CKB)4340000000205625 035 $a(MiAaPQ)EBC5061815 035 $a(Au-PeEL)EBL5061815 035 $a(CaPaEBR)ebr11447831 035 $a(OCoLC)1005618584 035 $a(EXLCZ)994340000000205625 100 $a20171025h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aTheories of affect and concepts in generic skills education $eadventurous encounters /$fedited by Edyta Just and Wera Grahn 210 1$aNewcastle upon Tyne, England :$cCambridge Scholars Publishing,$d2017. 210 4$d©2017 215 $a1 online resource (231 pages) $cillustrations 311 $a1-4438-9573-3 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $tTheories of affect and concepts in generic skills education : adventurous encounters /$rEdyta Just --$tAffect and concept or zero [infinity] gravity consciousness/$rEdyta Just --$tMonster pedagogy : a failing approach to teaching and learning in the university /$rLine Henriksen, Erika Kvistad and Sara Orning --$tFrom DIRT to SECRETS : Trojan horse pedagogy and the interdisciplinary social justice classroom /$rSal Renshaw and Rene?e Valiquette --$tAtmospheric encounters : generic competences in light of posthumanist teaching practices with/on affectivity /$rMalou Juelskjær --$tGovernmentality in/around the "Cologne" events : developing generic competences in struggling with a challenging event /$rSigrid Schmitz --$tCritical thinking in gender studies education : theory and practice /$rAnna Lundberg and Ann Werner --$tAffecting feminist pedagogies : performing critical thinking in between social networking sites and contemporary literature /$rBeatriz Revelles-Benavente --$t"Let the thinking breathe." corporeal thinking in classroom settings /$rOlga Cieleme?cka --$t"Safety" under the question : contesting competences and affects in a feminist classroom /$rOlga Plakhotnik --$tImagining professional futures in feminist classrooms /$rNina Lykke. 330 $a"During the last few years, the concept of generic skills and competences has become widespread across universities. An introduction to generic competences is, as such, important because it enables redefinition of educational goals and may positively rearrange forms of interaction in classes. It also indicates that education should inspire students to develop and use critical and creative forms of thinking, feeling and doing. On the one hand, the need to promote generic skills can be seen as driven by neoliberal desire. On the other, however, generic competences can enable students to think, feel and act differently, but also respect and welcome various forms of life and ways of living. Responding to the growing need to reflect upon generic competences, this book contributes to the various ways of conceptualising generic skills and the methods in which they might be acquired. The volume engenders adventurous encounters between different theories, which predominantly come from the feminist conceptual framework, that result in appealing meanings of affect and concepts. It also experimentally explores and discusses ways in which theories of affect and concepts may complicate understanding of generic competences and inspire generic skills-oriented education. Consequently, this collection revitalizes the concept of generic skills, but also advocates daring pedagogical practices that invigorate the meaning of and approach to teaching and learning in present landscapes of higher education."--$cBack cover. 606 $aEducation, Higher$xAims and objectives 615 0$aEducation, Higher$xAims and objectives. 676 $a378.01 702 $aJust$b Edyta 702 $aGrahn$b Wera 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910807992203321 996 $aTheories of affect and concepts in generic skills education$93919381 997 $aUNINA