Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Curriculum challenges and opportunities in a changing world : transnational perspectives in curriculum inquiry / / edited by Bill Green, Philip Roberts, Marie Brennan
| Curriculum challenges and opportunities in a changing world : transnational perspectives in curriculum inquiry / / edited by Bill Green, Philip Roberts, Marie Brennan |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2021] |
| Descrizione fisica | 1 online resource (357 pages) |
| Disciplina | 375.001 |
| Collana | Curriculum Studies Worldwide |
| Soggetto topico |
Education - Curricula
Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-61667-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Notes on Contributors -- List of Tables -- 1 Transnational Curriculum Inquiry in a Changing World -- Introduction -- The Melbourne Conference-Continuing the IAACS Project -- Transnational Curriculum Inquiry? -- The Book, the Reader and a Final Note -- References -- Part I Decolonising the Curriculum -- 2 Development, Decolonisation and the Curriculum: New Directions for New Times? -- Introduction -- Decolonisation and Decoloniality -- Transformation by Detachment -- Transformation by Inclusion -- Education by Enlargement -- Education by Critical Appropriation -- Conclusion -- References -- 3 Smoke and Mirrors: Indigenous Knowledge in the School Curriculum -- Introduction: Researching Indigenous Knowledge in the School Curriculum -- 'Working the Ruins' of Curriculum Theory: Responding to Michael Young (Young 2013) -- Māori Knowledge in the School Curriculum -- Conclusion -- References -- 4 The Mestizo Latinoamericano as Modernity's Dialectical Image: Critical Perspectives on the Internationalization Project in Curriculum Studies -- Introduction -- The Critique of Modernity and the Mestizo Latinoamericano -- The Critique of Modernity/Coloniality and Decolonization of Academic Fields: Curriculum Studies as an Internationalization Conversation -- References -- 5 Refusing Reconciliation in Indigenous Curriculum -- Introduction -- Settler Colonialism and Reconciliation in Indigenous Education -- The Coherence of Indigenous Onto-Epistemologies in Curriculum -- Conclusion -- References -- Part II Knowledge Questions and Curriculum Dilemmas -- 7 Bringing Content Back in: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education -- 'Bringing Knowledge Back In': The Social Realist School -- Beyond the Social Realist School -- Bildung-Centred Didaktik -- Schwab's Curriculum Thinking -- Convergence and Divergence.
Resonance with Chinese Educational Thinking -- Concluding Remarks -- References -- 8 Knowledge Beyond the Metropole: Curriculum, Rurality and the Global South -- The Metropole -- Modernity and Rurality -- Towards a Rural Epistemology -- Knowledge and the Rural -- A Generalisable Australian Curriculum Case -- History of Disciplines -- Curriculum and Rural Schools -- References -- 9 Curriculum Making as Design Activity -- Design -- Design Problems -- The 'Wicked' Curriculum -- Designing Curriculum -- Interpretive Framing -- Designing for Deep Meaning -- Co-Designing with Users -- Conclusion -- References -- 10 Curriculum-Didaktik and Bildung: A Language for Teaching? -- Introduction -- Teaching Content -- Autonomy for Teaching -- Rethinking Bildung -- Conclusion -- References -- 11 Ethical Vexations that Haunt 'Knowledge Questions' for Curriculum -- Introduction: Knowledge-and-Ethics Questions for Curriculum -- Fetishising Disciplinary Knowledge: National Curricula and Social Realism -- Anointing Discipline-Based Knowledge as 'Best/Same for All' -- Conjuring a 'Sacred' Impartiality of Disciplinary Knowledge Networks -- Epistemic and Ethical Challenges to Discipline-Only Justifications -- Breathing Life Back In: A More Robustly Ethical Epistemology -- Vygotsky's Two-Way Knowledge Dialectic: Life-Based Discipline-Based -- Community-Based Funds of Knowledge as Rich Curriculum Assets -- Bringing Robust Ethics to the Fore -- Redistributing Capital's Logic: Ethical Vexations -- Cultural Capital: A Haunting Absent-Presence in SR and FK Approaches -- Delpit's Curricular Both/And: Redistributing CC While Honouring Lived Cultures -- Grappling with Capital's Logic: Acute (In)justice Tensions -- Conclusion: Summoning Strong Ethics to Pursue (Im)possible Justice -- References -- Part III Nation, History, Curriculum. 12 Curriculum History and Progressive Education in Australia: A Prolegomenon -- Introduction: History, 'Progressivism', and Transnational Curriculum Inquiry -- Curriculum History in Australia -- or, Thinking Curriculum Historically -- Looking Elsewhere -- A Post-Linguistic Turn? -- The 'Progressivist' Project in Australian Education -- A Discourse-Theoretical Perspective -- A Concluding Note-Curriculum History in, and beyond, the Nation -- References -- 13 Curriculum and Literacy Policies in a Context of Curriculum Centralization: The Case of Brazil -- Introduction -- Teacher Training and Curriculum: Under Erasure? -- Investigative Paths -- Training Teachers, Producing Curriculum -- Final Considerations -- References -- 14 Relocating Curriculum and Reimagining Place under Settler Capitalism -- Introduction -- Bhabha and the Location of Culture -- Locating Knowledge -- Communication and/in Space -- Curriculum in Trouble: From Cyborgs to Compost -- Latour's Terrestrial Turn -- Conclusion: Place, Compost, Earth -- References -- 15 Reconceptualizing the Multilingual Child: Curriculum Construction in Luxembourg -- What's in a 'Curriculum'? -- The Idea of a Luxembourg 'Mixed Culture' -- Conclusion -- References -- Part IV Curriculum Challenges for the Future -- 16 Distal Confabulation and Transnational Literacy: Complicating "Complicated Conversation" in Curriculum Inquiry -- Introduction -- Transnational Literacy -- Idiomatic Articulations and Ecologies of Knowledge -- Conclusion -- References -- 17 Curriculum for Teacher Formation: Antagonism and Discursive Interpellations -- Introduction: Interpellations of Pedagogical Discourse to Curriculum Policies -- The Reflective Teacher/Epistemology of Teaching Practice and Knowledge -- The Teacher as Agent for Social Change -- Skills and Abilities: Promoting Know-How in Doing, Being and Learning. Conclusions: Controlling the Teacher Professionalization Debate -- References -- 18 Curriculum Design in the Anthropocene: Challenges to Human Intentionality -- Introduction: Troubling Curriculum Design and the Designer -- A Feminist Critique -- The Designer's Trajectory in Curriculum Studies -- Strategic Reading in Posthumanism and New Materialism -- Moving Beyond Humanism: Rosi Braidotti -- Meeting the Universe Halfway: Karen Barad -- Revitalised Curriculum Scholarship: Further Links -- Curriculum Inquiry for the Anthropocene: A Poem -- Teamwork -- Conclusion: Back from the Brink of the Unthinkable -- References -- 19 From the Fossil Curriculum to the Post-Carbon Curriculum: Histories and Dilemmas -- The Growth of the Fossil Curriculum -- The Great Acceleration -- The Greening of the Curriculum -- From Green Teaching to Education for Sustainability -- Environmental Waves -- An Example: Auckland -- Conclusion -- References -- 20 Afterword -- References -- Index. |
| Record Nr. | UNINA-9910484468703321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Modern British Playwriting [[electronic resource] ] : Voices, Documents, New Interpretations
| Modern British Playwriting [[electronic resource] ] : Voices, Documents, New Interpretations |
| Autore | Sierz Aleks |
| Pubbl/distr/stampa | London, : Bloomsbury Publishing, 2014 |
| Descrizione fisica | 1 online resource (288 p.) |
| Disciplina | 822.91409 |
| Altri autori (Persone) |
RobertsPhilip
BoonRichard SaundersGraham ReesCatherine ReidTrish RidleyPhilip RavenhillMark |
| Collana | Decades of Modern British Playwriting |
| Soggetto topico |
English drama - History and criticism - 20th century
English Languages & Literatures English Literature |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4081-2928-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Contents; General Preface; Acknowledgements; Introduction: Living in the 1990s; Background; Everyday life; Education; Media; Culture; Science, technology and industry; Politics; 1 Theatre in the 1990s; Background; Heritage, culture and the Arts Council; Flagship theatres: West End, National and RSC; Off-West End and companies; New writing; Experimental, fringe and live art; Outside London: England, Scotland, Wales and Northern Ireland; Conclusion; 2 Playwrights and Plays; Philip Ridley; Introduction; The Pitchfork Disney; The Fastest Clock in the Universe; Ghost from a Perfect Place
ConclusionSarah Kane; Introduction; Blasted; Cleansed; 4.48 Psychosis; Conclusion; Anthony Neilson; Introduction; Normal; Penetrator; The Censor; Conclusion; Mark Ravenhill; Introduction; Shopping and Fucking; Some Explicit Polaroids; Mother Clap's Molly House; Conclusion; 3 Documents; Philip Ridley: Vesper - a Monologue; Sarah Kane: Interview with Dan Rebellato; Anthony Neilson: In His Own Words; Mark Ravenhill: 'A Tear in the Fabric'; Afterword; Notes; Select Bibliography; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; U; V; W; Y; Z; Notes on Contributors |
| Record Nr. | UNINA-9910464168003321 |
Sierz Aleks
|
||
| London, : Bloomsbury Publishing, 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Ruraling education research : connections between rurality and the disciplines of educational research / / Philip Roberts, Melyssa Fuqua, editors
| Ruraling education research : connections between rurality and the disciplines of educational research / / Philip Roberts, Melyssa Fuqua, editors |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (301 pages) |
| Disciplina | 370.72 |
| Soggetto topico |
Education - Research
Investigació educativa Escoles rurals |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-0131-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Contributors -- List of Figures -- List of Tables -- 1 Ruraling Education Research -- Ruraling? -- Education as a Discipline -- The Present Volume -- An Overview of Chapters -- References -- 2 Framing Rural and Remote: Key Issues, Debates, Definitions, and Positions in Constructing Rural and Remote Disadvantage -- Understanding 'Rural' -- Making Rural (Education) Policy -- Rural Colonialism -- Conceptualising Remote -- Hegemonic Rhetoric -- Power of Naming -- What Is 'Dis-Advantage'? -- Silences: Who Is Silent in Western Empiricism? -- Lack of Evidence-A Philosophical Issue -- Conclusion -- References -- 3 Rural Social Space: A Conceptual-Analytical Framework for Rural (Teacher) Education and the Rural Human Services -- Introduction: Understanding Rural Social Space -- Challenging the Deficit Model -- Conceptualising Rural Social Space -- Working with Rural Social Space -- Conclusion -- References -- 4 Exploring the Interplay of the 'Rural' and 'Community' in and for Teacher Education Research -- Introduction -- Beyond the Metropolis, Beyond the Rural, Beyond Populism -- Beyond the Metropolis -- Beyond the Rural -- Beyond Populism -- Coming to 'Terms': 'Rural Community' -- Exploring a Set of Spatial Theoretical Tools in, with and for: Rural Communities and Beyond -- Thirdspace -- Funds of Knowledge -- Conclusion -- References -- 5 The Rural Community Walk: A Structured Learning Experience for Understanding Place -- The Foot of the Farmer -- Teacher Preparation and the Rural Context -- Insights from Conceptual Change Theory -- Principles of Practice from Community Development Professionals -- The Rural Community Walk Context -- The Rural Community Walk Implementation -- Step One: Identify Your Guide -- Step Two: Identify Your Lenses -- Step Three: Explore Digital Representations of Rural Community.
Step Four: Develop Personal Understandings of Rural Community -- Step Five: Draw Your Map -- Step Six: Draw Your Conclusions -- Recommendations for Using the RCW Model to Build Accurate Understandings of Place -- Conclusion -- References -- 6 Using Rural Frameworks and Research to Develop Understandings of Educational Justice and Equity Across Socio-Spatial Settings -- Introduction: Researching Education Justice and Equity as Urban or Generic -- Researching Rurality to Rethink Structural Educational Injustice -- Places and Their Historical and Contemporary Production Relations -- School Presentations of Place and Values in the Age of Marketisation -- Discussion -- Conclusions -- References -- 7 Charter Schools and the Reconfiguring of the Rural School-Community Connection -- Introduction -- The Schools and Communities -- Riverton -- Jackson -- Rockridge -- Logansville -- School as the "Heart of Community" -- The Community in the School -- A School for Which Community? -- Reflections -- References -- 8 Erasing Rurality: On the Need to Disaggregate Statistical Data -- An Australian Example: Remoteness and Literacy and Numeracy Results -- Method -- Results -- An American Example: Remoteness and Advanced Placement Access -- Method -- Implications -- References -- 9 Pathways, Principals, and Place -- Introduction -- Conceptual Framework -- Rural Social Space -- Social Justice -- Mapping the Field -- Stay or Leave? Student and Community Futures -- The Study: Lived Experiences of Australian Rural Pathways Advisors -- Pathways Advising and Place -- Rural Pathways Advisors Need Strong Local Knowledge -- Principals and Place -- Understanding Place to Better Inform the Distribution of School Resources -- Understanding Place to Bolster Community Sustainability -- Supporting Local Knowledge as Professional Learning -- Closing Thoughts -- References. 10 Can Boarding Be Better? Ethical Dilemmas for Policy-Makers, Education Providers and Evidence-Makers -- Introduction and Background -- Policy Space in Which Boarding Operates for Remote and Rural Students -- Boarding Policy in Historical Context -- How Is Policy Constructed? -- What Does the Evidence Say? -- Outcome for Individuals -- Social and Emotional Well-Being -- Identity and Culture -- Families and Choice -- Towards an Ethical Response to Boarding -- Conclusions -- References -- 11 Using Rural Education Research to Rethink Literacies Pedagogies -- Introduction -- Reflecting on Three Incidents -- Incident One -- Incident Two -- Incident Three -- Considering Rural Education Research and Literacies Pedagogies -- Mapping Literacies Pedagogies -- Understanding the Effects of Different Pedagogical Approaches -- Putting Pedagogies on the Public Record -- How Might Rural Education Research Contribute to Literacies Pedagogies? -- Conclusion -- References -- 12 How Can Rural Education Research Make Inclusive Education Better? -- Introduction -- Conceptualising Rural Education Research and Inclusion Practice in Australia -- Theorising Rural Intersections-Using Strength-Based Approaches -- Using a Rural Lens -- Place-Affordances of Rural Schools and Districts -- How Might Rural Education Research Inform the Field of Inclusive Practice? -- Discussion and Implications-New Opportunities for Research -- Conclusion -- References -- 13 Linguistic Landscape Methodologies in Rural Education and Educational Research -- Linguistic Landscape Methodology -- A Case Study of the Main Street and Beyond -- New Theoretical Insights for LL from the Rural Perspective -- New Insights for Education Research to Be Gained from LL Methodology -- References. 14 Dancing Koalas, Burning Books, and "Fair Game": Using Butler's Concept of Performativity to Examine Rural Gender Performances -- Rurality and Gender: A Co-constitutive Affair -- Where I Fit in -- Coming to Know My Community -- Links Between Gender Performances and Schooling Performances -- Links Between Gender Performances, Rural Performances, and Domestic Violence -- Doing and Undoing Rural Gender Performances: Stories of Hope and Despair -- Unmasking and Re-masking Rural Gender Performances -- References -- 15 Harnessing Social Capital in Rural Education Research to Promote Aspiration and Participation in Learning -- Introduction -- Case Studies -- Volunteering at 'Agfest', Tasmania's Major Rural Event -- Pathways to Success -- Rural Aspirations -- Community Learning Plans (CLPs) in Two Rural Communities -- Implications and Conclusion -- References -- 16 The Invisible Cohort: Remote Students' Engagement and Success in Higher Education -- Introduction -- Background -- Research Approach -- Identifying the Invisible Cohort -- Remote Students' Perspectives -- Discussion -- Conclusion -- References -- 17 The Politics of Ethics in Rural Social Research: A Cautionary Tale -- Introduction: Understanding Rural Differences -- Rural Research Is About Place(s) -- Site Studies -- Research that Values Place Does not 'Anonymise' It -- Using Images -- Rural Research Is Often Directly or Indirectly About Aboriginal People -- Research Often Takes Longer in Rural and Remote Locations and Costs More -- Conclusion -- References -- 18 Valuing the Rural: Using an Ethical Lens to Explore the Impact of Defining, Doing and Disseminating Rural Education Research -- Introduction -- Valuing the Rural -- Thinking About Benefit or Harm -- Working Ethically in Rural Communities -- Defining Rural Research -- Doing Rural Research -- Rural Indigenous Research. Disseminating Rural Research -- Conclusion -- References -- 19 People, Places, and Communities in an Urban Century: Broadening Rural Education Research -- On Not Defining Rurality -- Building the Field of Rural Education Research Outward -- Context Matters -- A Spark of Inspiration -- Implications and Provocations -- Theory -- Methodological Considerations -- Disciplines in Education -- Schooling Choices -- Future Research Directions -- Closing Thoughts -- References -- Index. |
| Record Nr. | UNINA-9910484050303321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Subalternity, antagonism, autonomy : constructing the political subject / / Massimo Modonesi
| Subalternity, antagonism, autonomy : constructing the political subject / / Massimo Modonesi |
| Autore | Modonesi Massimo <1971-> |
| Pubbl/distr/stampa | London : , : Pluto Press, , 2014 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 320.15 |
| Collana | Reading Gramsci |
| Soggetto topico |
Social movements
Autonomy |
| ISBN |
1-84964-970-7
1-84964-969-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910788921403321 |
|
Modonesi Massimo <1971->
|
||
| London : , : Pluto Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||