Neoliberalism, pedagogy and human development : exploring time, mediation and collectivity in contemporary schools / / Michalis Kontopodis

• Autore: Kontopodis Michalis.
• Pubblicazione: New York : , : Routledge, , 2012
• Descrizione fisica: 1 online resource (153 p.)
• Disciplina: 306.43/2
• Soggetto topico: Education - Social aspects; Critical pedagogy; Minorities - Education; Neoliberalism
• Classificazione: EDU000000EDU040000EDU003000
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Front Cover; Neoliberalism, Pedagogy and Human Development; Copyright Page; Contents; Figures; Acknowledgments; Introduction Looking to the Future; 1 Learning, Development and Technologies of the Self Dealing With Critical Situations and Marginalization at an Experimental Secondary School in Germany; 2 "Either Now or Never "The Developmental Temporalities of School-to-Work Transition; Interlude: "I Can't Begin Anything With This"; 3 Freedom Writers, California 1994-1998 When Meta-Refl ection Creates Radically New Possibilities for Learning and Development at School ; 4 Doing Collective Pasts and Futures Pedagogia da Terra in the Landless Rural Workers' Movement in Brazil, Espírito SantoInstead of an Epilogue: The Dynamics of Learning and Development as Becoming; Appendix; About the Author; Notes; References; Index
• Sommario/riassunto: "In most Western developed countries, adult life is increasingly organized on the basis of short-term work contracts and reduced social security funds. In this context it seems that producing efficient job-seekers and employees becomes the main aim of educational programs for the next generation. Through case studies of Turkish and Arabic students in Berlin (Germany), Asian, Hispanic and Black students in Long Beach (USA), and children of landless rural workers in Espirito Santo (Brazil), this book investigates emerging educational practices and takes a critical stance towards what can be seen as "mainstream" or "dominant" educational politics. Kontopodis poses the question of whether encouraging students to engage in guided reflection about themselves, their past performance and their future career supports marginalized youth in dealing with complex everyday situations and actively participating in societal improvement. His interdisciplinary theoretical account draws on process philosophy and time theory, developmental and educational psychological theorising (mainly Vygotskian/post-Vygotskian), sociology of education, as well as on continuing discussions in the fields of science and technology studies and anthropology. The book suggests an innovative relational understanding of time and development at school which can prove of particular importance for the education of marginalized students"-- Provided by publisher.
• Titolo autorizzato: Neoliberalism, pedagogy and human development
• ISBN: 1-136-28905-4; 1-283-71214-8; 0-203-11396-9; 1-136-28906-2
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910818656203321
• Lo trovi qui: Univ. Federico II
• Serie: Routledge Research in Education