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Ahuman Pedagogy by Jessie L. Beier,jan jagodzinski Pdf
This book brings together a collection of multi-disciplinary voices to discuss, debate, and devise a series of ahuman pedagogical proposals that aim to address the challenging ecological, political, social, economic, and aesthetic milieu within which education is situated today. Attending to contemporary calls to decenter all-too-human educational research and practice, while also coming to terms with the limits and inheritances through which such calls are made possible in the first place, this book aims to interrogate, but also invent, what we are calling an ahuman pedagogy. Organized in three main sections — Conjuring an Ahuman Pedagogy, Machinic Re/distributions, and Non-pedagogies for Unthought Futures — this multi-disciplinary experiment in ahuman pedagogies for the age of the Anthropocene offers an experimental – albeit always speculative and incomplete – series of pedagogical proposals that work to unthink and counter-actualize educational futures-as-usual.
Pedagogy in the Anthropocene by Michael Paulsen,jan jagodzinski,Shé M. Hawke Pdf
This book explores new pedagogical challenges and potentials of the Anthropocene era. The authors argue that this new epoch, with an unstable climate, new kinds of globally spreading viruses, and new knowledges, calls for a new way of educating and an alertness to new philosophies of education and pedagogical imaginations, thoughts, and practices. Addressing the linkages between the Anthropocene and Pedagogy across a broad pedagogical spectrum that is both formal and informal, the editors and their contributors emphasize a re-imagining of education that serves to deepen our understanding of the capacities and values of life.
Hydrofeminist Thinking With Oceans by Tamara Shefer,Vivienne Bozalek,Nike Romano Pdf
Hydrofeminist Thinking with Oceans brings together authors who are thinking in, with and through the spaces of ocean/s and beaches in South African contexts to make alternative knowledges towards a justice-to-come and flourishing at a planetary level. Primary scholarly locations for this work include feminist new materialist and post-humanist thinking, and specifically locates itself within hydrofeminist thinking. Together with a foreword by Astrida Neimanis, the chapters in this book explore both land and water with oceans as powerfully political spaces, globally and locally entangled in the violences of settler colonialism, land dispossession, slavery, transnational labour exploitation, extractivism and omnicides. South Africa is a productive space to engage in such scholarship. While there is a growing body of literature that works within and across disciplines on the sea and bodies of water to think critically about the damages of centuries of colonisation and continued extractivist capitalism, there remains little work that explores this burgeoning thinking in global Southern, and more particularly South African contexts. South African histories of colonisation, slavery and more recently apartheid, which are saturated in the oceans, are only recently being explored through oceanic logics. This volume offers valuable Southern contributions and rich situated narratives to such hydrofeminist thinking. It also brings diverse and more marginal knowledges to bear on the project of generating imaginative alternatives to hegemonic colonial and patriarchal logics in the academy and elsewhere. While primarily located in a South African context, the volume speaks well to globalised concerns for justice and environmental challenges both in human societies and in relation to other species and planetary crises. The chapters, which will be of interest to scholars, activists and other civil society stakeholders, share inspiring, rich examples of diverse scholarship, activism and art in these contexts, extending international scholarship that thinks in/on/with ocean/s, littoral zones and bodies of water. The book offers ethico-political perspectives on the role of research in ocean governance, policy development and collective decision-making for ecological justice. This book is suitable for students and scholars of post-qualitative, feminist, new materialist, embodied, arts-based and hydrofeminist methods in education, environmental humanities and the social sciences.
Never Send a Human to Do a Machine′s Job by Yong Zhao,Gaoming Zhang,Jing Lei,Wei Qiu Pdf
Do what you do best and let technology do the rest Technology has transformed our lives. Virtually every school and classroom is connected. Why then, has it not transformed education? Consider these five ways educators can begin to optimize classroom technology and rethink its use. See technology as a complement rather than a replacement Embrace its creation potential over consumption function Encourage design and personalized learning over standards and outcomes Celebrate the journey toward digital competence over curriculum improvement Focus on tech-pedagogy over product usage Learn how to let technology cultivate student autonomy, creativity, and responsibility while focusing on lessons that hone higher-order and critical thinking skills. "Dr. Zhao continues to push educators’ thinking by taking a serious examination of the role technology has played in education. The struggles he lays out are challenges educators try to overcome on an almost daily bases. The new thinking in this book needs to be read by those in the classroom and leaders alike." Steven W. Anderson, Author Content Curation: How to Avoid Information Overload, @web20classroom This book masterfully address the issues related to technology integration in schools. Dr. Zhao artfully navigates through the misconception of technology as the ultimate solution to the challenges of teaching. Jared Covili, Author of Going Google and Classroom in the Cloud
The Many Worlds of Anglophone Literature by Silvia Anastasijevic,Magdalena Pfalzgraf,Hanna Teichler Pdf
On what terms and concepts can we ground the comparative study of Anglophone literatures and cultures around the world today? What, if anything, unites the novels of Witi Ihimaera, the speculative fiction of Nnedi Okorafor, the life-writings by Stuart Hall, and the emerging Anglophone Arab literature by writers like Omar Robert Hamilton? This volume explores the globality of Anglophone fiction both as a conceptual framing and as a literary imaginary. It highlights the diversity of lives and worlds represented in Anglophone writing, as well as the diverse imaginations of transnational connections articulated in it. Featuring a variety of internationally renowned scholars, this book thinks through Anglophone literature not as a problematic legacy of colonial rule or as exoticizing commodity in a global literary marketplace but examines it as an inherently transcultural literary medium. Contributors provide new insights into how it facilitates the articulation of divergent experiences of modernity and the critique of hierarchies and inequalities within, among, and beyond post-colonial societies.
This book is aimed at those interested in policy and practice although it also provides more theoretical analyses that will interest academics and the general public.
Pedagogy at the End of the World by jessie l. beier Pdf
This book interrogates the ways in which “end of the world” thinking has come to define and delimit pedagogical approaches in Anthropocene times. Chapters unfold through a series of speculative studies of educational futurity—sustainable futures, energy futures, working futures—each of which is positioned as an experimental site for probing the limits of pedagogical unthinkability so as to speculate, through concept creation, on unthought educational trajectories. Specifically, the book is oriented towards the creation of pedagogical concepts that work to problematize and resituate questions of educational futurity in relation to the planetary realities raised by today’s pressing extinction events. It is from this experimentation that a weird pedagogy emerges, that is, an experimental pedagogical anti-model, a speculative program for the unprogrammable that seeks to counter-actualize potentials of and for unthinking pedagogy at the (so-called) end of the world.
Theories of Bildung and Growth by Pauli Siljander,Ari Kivelä,Ari Sutinen Pdf
Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contributors to the book offer insights to the theoretical discussion on education, and specify the historical and thematic connections between different thinking models. The book shows that connections between continental educational theories and classical Pragmatism are stronger than generally assumed. As such, the book invites the readers to challenge their own prejudices and views on Bildung and growth, and the relationship between them. “Education would be tyranny if it did not lead to freedom.” (J.F. Herbart) “The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest skill.” (W. James)
Pedagogical Tact describes how teacher-student relations possess an improvisational and ethical character. The daily realities of educators, parents, and childcare specialists are pedagogically conditioned by sensitive insights, active thoughtfulness, and the creative ability to act caringly and appropriately in the immediacy of the moment. Internationally known educator Max van Manen shows through recognizable examples and evocative stories how good teaching is driven by the phenomenology of pedagogy. His book-refocuses educators and others away from an emphasis on instrumental skills and technocratic programs toward the need for pedagogical tact;-describes how pedagogical actions have latent effects that will influence children throughout their lives;-shows how our actions with young people have pedagogically ethical and moral significance;-gives educators back their original vocational motivation and inspiration.
A comprehensive reassessment of the idea that all humans are entitled to learning, examining existing conceptualisations and proposing a new basis for Education for All.
Pedagogy, Prayer and Praise by Catherine Petrany Pdf
The presence of didactic, wisdom-like passages in the Book of Psalms presents a puzzle because it suggests a non-liturgical origin and pedagogical aim distinct from the more dominant psalmic language of lament and praise. Catherine Petrany argues for a literary and theological approach to the question of wisdom's role in the psalms that accounts for its meaningful integration with these other kinds of discourse. The unique contextualization of wisdom motifs in the psalms creates a pedagogical platform unique to the book, one related to but distinct from the pedagogies of the biblical wisdom corpus. Human wisdom speech in the psalms points beyond the classroom to the congregation and asks its hearers to become speakers, that is, to enter into conversation with the divine.
Composition As a Human Science by Louise Wetherbee Phelps Pdf
This groundbreaking collection of essays is one of the first works to reflect directly and systematically on the conceptual and ethical basis for composition studies as a new discipline of written language. Phelps articulates a philosophy of composition generous enough to accommodate all the strands of current work without being overly eclectic--an open framework subject to modification and addition as the field develops. She draws on wide reading in the humanities and social sciences--including cognitive science, linguistics, literary theory, education, philosophy, hermeneutics, rhetoric, and psychology--to define the contribution and place of composition studies within the larger intellectual and cultural community. The book will therefore interest theorists and scholars in a wide variety of fields.
Handbook of Research on Pedagogies and Early Intervention Strategies for Combatting Socio-Pathological Behaviors by Buckley, Sheryl Beverley,Babic, Ivana,Kadum, Vladimir,Hmelak, Maja Pdf
Issues of social pathology have been encountered throughout many societies. There is a need for all educational sectors in society to coordinate unique educational engagements regarding children with accumulated and escalating behavioral problems that daily take their tribute and leave far-reaching consequences on the degradation of each individual and of the community. The Handbook of Research on Pedagogies and Early Intervention Strategies for Combatting Socio-Pathological Behaviors serves as a guide to the social pedagogy discipline. The text raises awareness among professionals and the public about the need and prevention of socio-pathological manifestations and explains the types, expansion, causes, and consequences of their occurrence and the need for an organized social action to reduce and overcome them. Covering topics such as social pedagogy, sociopathic manifestations, and child-to-child care, this book is an essential guide for students preparing to be preschool educators, teachers, professors, social educators, psychologists, social workers, defectologists, as well as parents, current university faculty, and practitioners.
Social pedagogical work is a field of practice that is indebted to and illuminated by aspects of knowledge from sociology and psychology, but many practitioners feel that social pedagogical theories are too abstract and distant from the challenges faced in practice. In Practical Social Pedagogy Jan Storo shows the reader for the first time how the theories and practices of social pedagogy interlock. The book combines social pedagogy theories, psychology, sociology and social work with a social constructionist perspective to help practitioners guide children and young people to cope better with the challenges they face as they grow up. The author emphasises that the actualities of practice are first disclosed in the meeting between the professional practitioner and the client. The book uses many practical examples to help make the application of social pedagogy more accessible, and is ideal for students on courses covering work with children and young people. This translation has been carried out by Kirsti Spaven and is published with the financial support of NORLA.
