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Challenges in science education : global perspectives for the future / / edited by Gregory P. Thomas and Helen J. Boon
| Challenges in science education : global perspectives for the future / / edited by Gregory P. Thomas and Helen J. Boon |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2023] |
| Descrizione fisica | 1 online resource (319 pages) |
| Disciplina | 810.9356 |
| Soggetto topico |
Science - Study and teaching
Education - Curricula Ensenyament científic Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-18092-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction: So Many Challenges—So Many Choices (In Science Education) -- The Drive for Impact: Science Education in the Quantum Age -- Teaching Science That Is Inquiry-Based: Practices and Principles -- Educating About Mass Vaccinations in a Post-Truth Era -- A Perspective on Drivers Impacting Science Teacher Preparation in Developing Countries -- Everyday Science for Building Schoolchildren’s Informed Agency for Action -- Pre-service Elementary Teachers as Game Designers: Emotional Experiences from the Field -- The Nature of Teacher Educators’ Professional Learning: Reflections of Two Science Teacher Educators -- Breaking the Vicious Circle of Secondary Science Education with Twenty-First-Century Technology: Smartphone Physics Labs -- Science and Technology Studies Informing STEM Education: Possibilities and Dilemmas -- Using Animals in Education as a Means of Discovering Meaningful Contexts to Enhance Learning and Motivate Learners: Challenges and Opportunities to Integrate and Broaden STEM Education -- Instruction for Metacognition in Science Classrooms: Harsh Realities and a Way Forward? -- Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks. |
| Record Nr. | UNINA-9910659486503321 |
| Cham, Switzerland : , : Palgrave Macmillan, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Conflicts in curriculum theory : challenging hegemonic epistemologies / / João M. Paraskeva ; foreword by Donaldo Macedo
| Conflicts in curriculum theory : challenging hegemonic epistemologies / / João M. Paraskeva ; foreword by Donaldo Macedo |
| Autore | Paraskeva João M. |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (404 pages) |
| Disciplina | 375.001 |
| Collana | Education, Politics, and Public Life |
| Soggetto topico |
Education - Curricula - Philosophy
Education - Philosophy Critical pedagogy Currículums (Ensenyament) Pedagogia crítica Teoria del coneixement |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-77420-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- A Foreword-Second Edition: Theory Not as a Schema for "Acting," But for "Looking" -- Foreword First Edition: Re-inserting Historicity into the Curriculum -- Acknowledgments Second Edition -- Acknowledgments First Edition -- Praise for Conflicts in Curriculum Theory -- Introduction to the Second Edition: Whose Curriculum Theory Anyway! -- Introduction to the First Paperback Edition: Itinerant Curriculum Theory-Opening Up the Western Curriculum Canon -- Introduction to the First Edition: There Is a River -- Contents -- 1 The Nature of Conflict -- 2 The Struggle Over Knowledge Control -- Mind-As-Muscle -- The Struggle Over Knowledge Control -- Fitting for Life is Fitting for College -- Five Windows of the Soul -- The Great Army of Incapables -- The Scientific Razor Blade -- The Denizens of Slums vs the Graduates of Harvard -- 3 A Simplistic Tool for a Lethal Phenomenon -- 4 The Emergence of Ralph Tyler -- 5 The Prosser Resolution -- 6 The Struggle for Curriculum Relevance -- 7 The Emergence and Vitality of a Specific Critical Curriculum River -- 8 Challenging Epistemicides: Toward an Itinerant Curriculum Theory -- Critical Approaches: Limits and Possibilities -- Challenging Epistemicides: (An)other Knowledge Is Possible -- Deterritorializing Curriculum Theory -- Working Toward an Itinerant Curriculum Theory -- 9 Double Scandal Itinerant Curriculum Theory as the Subaltern Non-abyssal Turn -- Curriculum as Scandal -- Modernity: The "Misleading Dream" -- Decolonizing Marxism's Eurocentric Roots -- The Impairment of Critical Curriculum Theory -- Itinerant Curriculum Theory: The Decolonial Turn -- 10 Curriculum Afterword: The Dialogue Dwayne Huebner and João M. Paraskeva -- Epistemologies for a New World: An Afterword Paper Back Edition -- Bibliography -- Author Index -- Subject Index. |
| Record Nr. | UNINA-9910506389803321 |
Paraskeva João M.
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| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Connecting the library to the curriculum : transformative approaches that enhance skills for learning / / edited by Lynette Torres, Fiona Salisbury, Barbara Yazbecj, Sharon Karasmanis, Janice Pinder, Caroline Ondracek
| Connecting the library to the curriculum : transformative approaches that enhance skills for learning / / edited by Lynette Torres, Fiona Salisbury, Barbara Yazbecj, Sharon Karasmanis, Janice Pinder, Caroline Ondracek |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (302 pages) |
| Disciplina | 027.7 |
| Soggetto topico |
Academic libraries - Relations with faculty and curriculum
Biblioteques universitàries Educació superior Alfabetització informacional Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-16-3868-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910520077203321 |
| Singapore : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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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 | ||
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Curriculum challenges for universities : agenda for change / / edited by James Nyland and David Davies
| Curriculum challenges for universities : agenda for change / / edited by James Nyland and David Davies |
| Pubbl/distr/stampa | Gateway East, Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (214 pages) |
| Disciplina | 378.199 |
| Soggetto topico |
Education, Higher - Social aspects
Education - Curricula Universities and colleges - Curricula Educació superior Currículums (Ensenyament) Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-8582-7
981-16-8581-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword -- Contents -- Editors and Contributors -- Introduction: Setting the Scene -- Part I Critical Thinking and Engagement -- 1 Critical Thinking for an Engaged University -- 1.1 The Problems -- 1.2 A Democratic Education Relevant to the Digital Age? -- 1.3 What Should Drive Our Knowledge in the Digital Era? -- 1.3.1 The Need for a Social Identity -- 1.4 The Need for Critical Dialogue not Alliances of the Silent -- 1.5 Critical Thinking: Content and Process -- 1.6 Concepts and Processes for Critical Thinking: An Outline Sketch -- 1.7 Processes of Learning for Critical Thinking: Indicative Capacities -- 1.8 Outcomes and Actual Critical Thinking Techniques -- 1.9 Personal Commitment and Learning -- 1.10 Reflexive Criticality -- References -- 2 The University's Social and Civic Role: Time for an Appraisal -- 2.1 Aspect 1 -- 2.1.1 The Civic Role and Community Engagement-Achieving Social Justice Through Education -- 2.1.2 Universities for Students or Citizens? -- 2.1.3 Adult Learning and Education -- 2.1.4 Community Engagement -- 2.1.5 The Role of Cultural Knowledge -- 2.2 Aspect 2 -- 2.2.1 The Meaning of Critical Thinking for the Higher Education Curriculum -- 2.2.2 Crisis, Poverty and the Future -- 2.2.3 The Digital World and the Human Mind -- 2.2.4 Young People and an Uncertain Future -- 2.2.5 Knowledge and Skills -- 2.2.6 Community and Curriculum -- 2.2.7 The University and Democratic Citizen-Members? -- 2.2.8 Learning for Engagement -- 2.2.9 Social Knowing and Skill -- 2.2.10 Critical Thinking -- 2.3 In Conclusion -- References -- 3 The University as a Public Educator: Learning and Teaching for Engagement -- 3.1 What of Work Integrated Learning (WIL) in the Universities? -- 3.2 What of Service Learning in the Universities? -- 3.3 The Australian Carnegie Community Engagement Classification Initiative.
3.4 Critical Thinking for Engagement -- 3.5 Pay Attention! A Problem to Be Addressed -- 3.6 Cognitive Concerns: Control Yourself -- 3.7 Focus on What Matters -- 3.8 Attention, Self and Skill -- 3.9 Thinking and Being -- 3.10 Being in the Digital World -- 3.11 Surveillance Capitalism-A New Era -- 3.12 The Problems We Are Addressing: Learning and Teaching -- 3.13 The Need for Renewal -- 3.14 Learning and Teaching Strategies -- 3.15 Learning Entrepreneurially and Personal Viability -- 3.16 A Critical Curriculum for Universities in Practice -- 3.17 Some Practical Steps -- 3.18 In Conclusion -- References -- 4 A Crisis of Knowledge: Themes for an Engaged University Curriculum -- 4.1 Global Change but Local Lives: The Need for a Critical University Curriculum -- 4.2 The Problems We Are Addressing -- 4.3 The Problems Out There -- 4.4 Future Learning and the Digital Age -- 4.5 Community and Engagement -- 4.6 What Makes a Community in the Twenty-First Century? -- 4.7 Who Belongs in a Community or Nation? -- 4.8 An Engaged Curriculum for Critical Thinking: What Do We Need to Know? -- 4.9 Critical Thinking -- References -- 5 Freedom Through Education: A Promise Postponed -- 5.1 Threads Through Time: The Challenges to Higher Education -- 5.2 Where Are We Now? -- 5.3 Future Prospects: Learning for Creativity -- 5.4 A Critical and Dynamic Curriculum for an Uncertain World -- 5.5 The Meaning of Vocational and Academic Education -- 5.6 The Social Purpose of the University: The Promise Denied? -- 5.7 Conclusion: A Promise Postponed -- References -- Part II Engagement, Culture and Democracy -- 6 Academic and Scholarly Freedom: Towards a 'Disputing' University with Critically Engaged Students -- 6.1 An Australian Debate -- 6.2 The Civic Role of the University -- 6.3 A Disputing University? -- 6.4 The Meaning of Critical Thinking and the Curriculum of Universities. 6.4.1 Poverty is Still with Us - Globally and Locally -- 6.4.2 The Marginalisation of Young People -- 6.4.3 The Growth of Digital Technologies and How We Understand What is Happening -- 6.4.4 Knowledge and Learning Relevant to Life and Work -- 6.4.5 Relevance of Community and Identity -- 6.5 An Engaged Curriculum for Critical Thinking -- 6.6 What Do We Need to Know? -- References -- 7 Towards a Twenty-First-Century Approach to Civic Engagement Locally: A Conversation Between Professor James Nyland and Dr. Richard Teare, Co-founder and President, Global University for Lifelong Learning -- 7.1 Wider Engagement: The Role of Self-directed Development -- 7.1.1 About This Chapter -- 7.2 Q: Why Did You Establish GULL? -- 7.3 Q: Why Does GULL Focus on Self-help? -- 7.4 Q: How Does GULL Facilitate Self-help? -- 7.5 Q: Do You Have an Example that Illustrates the Value of Self-help? -- 7.6 Q: Does GULL Work with Academic Institutions? -- 7.7 Q: Has GULL's Self-help Approach Been Used in Australia? -- 7.8 Q: Can You Envision a Wider-Ranging Partnership with Universities in the Future? -- 7.9 Q: Given the Positive Outcomes, Will Gull's Work with South African Universities Expand? -- 7.10 Summary Points -- 7.11 Implications -- 7.12 Q: How Could Universities Become More Inclusive Hubs for Academic and Community-Led Learning? -- Reference -- 8 Indigenous Knowledge in Australia: Imagining a Different Society -- 8.1 Introduction -- 8.2 Identity Questions as the Conjuncture -- 8.3 Frameworks for Understanding -- 8.4 The Original Australians and the Contemporary World -- 8.4.1 First Contact: Worlds Apart -- 8.5 Cultural Conservatism and Change -- 8.6 Questions of Land: The Making and Meaning of the Landscape -- 8.7 Aboriginal Knowledge: How We Think About the Issues -- 8.8 Language and Loss -- 8.9 Knowledge, Nature, Culture and Identity. 8.10 What Kind of Social Knowledge is Needed Now? -- 8.11 Contexts for Knowing: Environment and Human Development -- 8.12 Re-assessing Practical Knowledge -- 8.13 Indigenous People and Learning: Are the Paradigms Beginning to Shift? -- 8.14 Conclusion -- References -- Part III The Future: Slow Burn or Fast Forward -- 9 The Burning World: Transformation and Sustainability or Apocalypse? -- 9.1 Introduction -- 9.2 We Have Made a Burning World -- 9.3 The Environmental Crisis is a Social and Economic Crisis -- 9.4 Averting the Disaster -- 9.5 Can We Seize Back the Debate? -- 9.6 The Importance of Sustainable Development -- References -- 10 Ways of Knowing: Towards an Ecology of Learning and Community -- 10.1 Crises and Paradoxes -- 10.2 Lessons Learned -- 10.3 The Universities as the New 'Rust Belt'? -- 10.4 Points of Departure -- 10.5 Towards an Ecology of Learning and Community -- 10.6 Places Matter -- 10.7 Learning and the Ecology of Community -- 10.8 Imagining and Understanding Our Cosmos -- 10.9 Conclusion -- References -- 11 The New Normal After Coronavirus: Is There Anyone Here from Education? -- 11.1 Understanding and Learning About Ourselves -- 11.2 New Challenges in a Changed World -- 11.3 Living with the Here and Now and Future? -- 11.4 Looking Ahead -- 11.5 What Will Universities Do? -- 11.6 The New Normal? -- 11.7 The Implications for Education -- 11.8 What We Have Learned from the Pandemic -- 11.9 In Conclusion -- References -- Part IV Conclusion -- 12 Learning that Matters -- 12.1 Learning that Matters -- Sources and Origins -- Part I Critical Thinking and Engagement -- Part II Engagement, Culture and Democracy -- Part III The Future: Slow Burn or Fast Forward -- Part IV Conclusion -- Note to the Reader. |
| Record Nr. | UNINA-9910743240703321 |
| Gateway East, Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Decolonising curriculum knowledge : international perspectives and interdisciplinary approaches / / editor, Marlon Lee Moncrieffe
| Decolonising curriculum knowledge : international perspectives and interdisciplinary approaches / / editor, Marlon Lee Moncrieffe |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (214 pages) |
| Disciplina | 325.3 |
| Soggetto topico |
Decolonization
Cross-cultural studies Culturally relevant pedagogy Descolonització Currículums (Ensenyament) Educació intercultural Igualtat d'oportunitats educatives Anàlisi transcultural |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031136238
9783031136221 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Contents -- Notes on Contributors -- 1 Why Decolonising Curriculum Knowledge? -- Why Decolonising Curriculum Knowledge? -- The Book -- Aims of the Book -- Research Methods -- Disrupting Epistemic Power -- References -- 2 Decolonising Participatory Methods with Children and Young People in International Research Collaborations: Reflections from a Participatory Arts-Based Project with Afrocolombian and Indigenous Young People in Colombia -- Introduction -- Participatory Methods with Children and Young People: A Critical History -- Decolonising Childhood and Children's Participation: Who Participates, and for What Purpose? -- The Project: ¿Cuál Es La Verdad? De-Constructing Collective Memories and Imagining Alternative Futures with Young People in Chocó Through Music and Arts -- Global Research Relations and Funding Structures -- Arts-Based Participatory Methodologies: Context and Flexibility -- Representation and 'Impact' at the Crossroads Between Research, Education and Intervention -- Ethics, Reflexivity and Relationality -- Conclusion -- References -- 3 Decolonising Curriculum Knowledge Using Arts-Based Approaches for Teaching and Learning Civic Education with Young People in Nepal -- Introduction -- The Role of Civic Education in Nepal -- Peacebuilding Through Civic Education -- Policies and Practices for Teaching and Learning Civic Education -- Young people's Imaginations of Civic National Values -- The Scheme of Work (Research Process) -- Conclusions and Recommendations -- References -- 4 Creating and Curating: Three Voices from Namibia, Australia and the UK on Decolonising the Literary-Related Doctorate -- Introduction -- Decolonising the Literary-Related Doctorate -- Decolonising the Doctorate-Context and Theorising -- Decolonised Literary-Related Doctoral Theses-Groundbreaking Work -- Josephine -Critical Reflection.
Josephine's Thesis Extract with Gina's Curator Comments -- Frances Wyld's Reflection on Decolonised Methodology, 'Storywork' -- Frances Wyld Extract from the Doctorate with Curating Comments from Gina -- Gina on Examiners -- Conclusion -- References -- 5 Decolonising World Bank Influence on Curriculum Reforms in Mauritius -- Introduction -- International Power and Policy Influence on SIDS -- Education Reform in Mauritius-'The Extended Programme' -- Involvement of the World Bank in Mauritius -- Case Study Investigation -- Experiences of Working with World Bank on the Assessment of Educational Reforms -- Rajesh -- Vick -- Krish -- Discussion -- Conclusion -- References -- 6 Decolonising the "Thai-ness" Discourse in Education -- Introduction -- The Production of Thai-ness -- Thai-ness as Hegemonic Ideology in Social Studies Curriculum and Textbooks -- Decolonising the 'Thai-ness' Discourse in Education -- Conclusion -- References -- 7 Coloniality and National Exceptionalism in Norwegian Citizenship Education: Engaging the Ontological Baseline -- Educational Narratives and the Colonial Production of Absences -- Interrupting Coloniality in Norwegian Citizenship Education -- National Exceptionalism and Universalised Western Epistemology -- National Imaginary and the Production of "Ideal" Citizens -- Engaging the Ontological Baseline -- References -- 8 Decolonising Early Childhood Curricula: A Canadian Perspective -- Introduction -- Access to Childcare and Racial Inequities -- Settler Colonialism and Early Childhood Education -- Decolonising Early Childhood Education Curricula -- (Race)ing Forward: Identity as Contested Space in Early Childhood -- Conclusion -- References -- 9 Developing a Reframed Curriculum for the UK: Who Were the Ancient Britons? -- Introduction -- Historical Context: Where Did the First Human Beings Emerge?. The History of Africa Was Already Old When Europe Was Born -- A New Historiography of Experience: Afrocentricity and Africana Phenomenology -- The Reframed Units of Change Teaching Programme -- Conclusion -- References -- 10 Decolonising the Curriculum in Hybrid Spaces: Muslim Schooling in Russia -- Introduction -- Educational Reforms in Post-Soviet Russia: From Decolonisation to 'Recolonisation' -- The Case of the Republic of Tatarstan -- Tatar-Medium Schools as Advocates for Pluralism -- Conclusion -- References -- 11 Decolonising Education Through Bottom-Up Participatory Activities in Poland -- The Unobvious Context -- Taking Matters in One's Hands: Participatory Bottom-Up Activities -- Selected Bottom-Up Activities of Parents for the Decolonisation of Education -- Conclusion -- References -- 12 Universe, Pluriverse and a Blue Ocean: Reflective Analogies and Philosophical Considerations for Decolonising Education-A View from the Netherlands -- Introduction -- Developing a Pluriformity of Knowledge in the Charming School -- Three Connecting Perspectives -- Educators Learning from Each Other -- How Do Educators Achieve Being and Remaining a PLC? -- Assisting Development of the Other -- Connecting Virtues of Ethical Leadership -- Blue Ocean -- Blue Ocean-1. 'Ledic Gemüete' -- Blue Ocean-2. 'Syncritic Method' -- Blue Ocean-3. 'Comprehensive Analogies' -- Associating Perspectives and Needs -- Binding and Bonding -- References -- Index. |
| Record Nr. | UNINA-9910629299003321 |
| Cham, Switzerland : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Decolonizing the South African University : Towards Curriculum as Self Authentication / / by Oscar Koopman, Karen J. Koopman
| Decolonizing the South African University : Towards Curriculum as Self Authentication / / by Oscar Koopman, Karen J. Koopman |
| Autore | Koopman Oscar |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer Nature Switzerland : , : Imprint : Palgrave Macmillan, , 2023 |
| Descrizione fisica | 1 online resource (214 pages) |
| Disciplina | 378.68 |
| Altri autori (Persone) | KoopmanKaren J |
| Collana | Curriculum Studies Worldwide |
| Soggetto topico |
Education—Curricula
Education, Higher Philosophy, African Education—Philosophy Curriculum Studies Higher Education African Philosophy Educational Philosophy Educació superior Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato | Education |
| ISBN | 3-031-31237-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Overview and Introduction: Rupturing the Colonising-Colonised Discourse and Its Effect on the (Future) South African University -- 2. The “Messiness” of the Neoliberal Economic Grip on the Curriculum Landscape -- 3. How the Technological Epoch and COVID-19 Silenced Indigenous Knowledge in the University Curriculum? -- 4. Towards an Agenda for Decolonising Knowledge in the University Curriculum -- 5. Towards a Decolonising Philosophy for Pedagogy: The Ubuntu-Conscious Educator -- 6. Pedagogical Struggles Facing Life Sciences Lecturers in Decolonising Their Content -- 7. Conclusion: Travelling Back Home to the Familiar—Towards Ubuntu Currere as a Lived Body Curriculum. |
| Record Nr. | UNINA-9910726272603321 |
|
Koopman Oscar
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| Cham : , : Springer Nature Switzerland : , : Imprint : Palgrave Macmillan, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Design Praxiology and Phenomenology : Understanding Ways of Knowing through Inventive Practices / / edited by Lynde Tan, Beaumie Kim
| Design Praxiology and Phenomenology : Understanding Ways of Knowing through Inventive Practices / / edited by Lynde Tan, Beaumie Kim |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (237 pages) |
| Disciplina | 745.4 |
| Soggetto topico |
Education
Education - Curricula Teachers - Training of Art - Study and teaching Curriculum Studies Teaching and Teacher Education Creativity and Arts Education Currículums (Ensenyament) Formació del professorat Ensenyament de l'art |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-2806-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Design thinking the future? -- Chapter 2. Looking inside the box to think outside it: Contextualizing design thinking -- Chapter 3. The development of social design education: toward social field and new media application -- Chapter 4. Learning as subversive design practice: Graffiti artists’ learning of social structure and invention of creative expressions -- Chapter 5. Designing a future through imaginative responses to artists -- Chapter 6. Solving your game's Rubik's Cube: Systematizing the design process for digital and tabletop games -- Chapter 7. Transforming the Bard through Digital Media: Modern design approaches for Shakespeare education -- Chapter 8. Making museum collections more accessible for the public: Multiplicity of designing natural history exhibits -- Chapter 9. Nature can inspire the things we make and why it matters -- Chapter 10. Reimagining the book: ‘Writerly’ ways of knowing -- Chapter 11. Designing for designerly knowing: Strategies for creating instructional design futures -- Chapter 12. How people learn in design practices -- Chapter 13. Commentary I on four chapters -- Chapter 14. Commentary II on four chapters. |
| Record Nr. | UNINA-9910591040803321 |
| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Development, implementation and evaluation of curricula in nursing and midwifery education / / Ingrid Darmann-Flick, Karin Reiber, editors
| Development, implementation and evaluation of curricula in nursing and midwifery education / / Ingrid Darmann-Flick, Karin Reiber, editors |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (229 pages) |
| Disciplina | 610.730711 |
| Soggetto topico |
Nursing - Study and teaching
Infermeria Llevadores Ensenyament de la infermeria Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-78181-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910495252603321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Didactics in a changing world : European perspectives on teaching, learning and the curriculum / / edited by Florence Ligozat, Kirsti Klette, and Jonas Almqvist
| Didactics in a changing world : European perspectives on teaching, learning and the curriculum / / edited by Florence Ligozat, Kirsti Klette, and Jonas Almqvist |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (246 pages) |
| Disciplina | 375.001 |
| Collana | Transdisciplinary Perspectives in Educational Research |
| Soggetto topico |
Learning - Evaluation
Teaching - Evaluation Education - Curricula Ensenyament Aprenentatge Avaluació educativa Currículums (Ensenyament) |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-20810-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- 1. Introduction -- Part I. Theoretical Reflections on Research Orientations in Didactics -- 2. Pedagogical Content Knowledge and Subject Didactics. An Intercontinental Dialogue? -- 3. Comparative Didactics. A (re)constructive move from Subject Didactics in the French-Speaking Educational Research -- 4. Teaching Traditions in Classroom Practice – A Comparative Didactic Approach -- 5. The Rise, Evolution, and Future of Didactics in Italy: Branching Out Towards New Research Horizons -- Part II. Methods and Lenses for Exploring Teaching and Learning in the Classroom -- 6. Curriculum Materials in Initial Literacy: An Instrumental Approach in Spain -- 7. Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction -- 8. Issues in “Individualized” Teaching Practice in Germany. An Ethno-Methodological Approach -- 9. Towards Programmatic Research When Studying Classroom Teaching and Learning? -- Part III. Didactics Meets Societal Challenges -- 10. Addressing Gender in French Research on Subject Didactics. A New Line of Investigation in Physical Education -- 11. A Gender-balanced Approach to Teaching Visual Literacy in the Czech Republic -- 12. Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums -- 13. ICT in the Classroom. Didactical Challenges for Practitioners and Researchers -- Index. |
| Record Nr. | UNINA-9910647382903321 |
| Cham, Switzerland : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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