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Author : Richard J. F. Day,Greig De Peuter,Mark Coté Publisher : Cultural Spaces Page : 0 pages File Size : 48,9 Mb Release : 2007 Category : Political Science ISBN : 0802086756
Utopian Pedagogy by Richard J. F. Day,Greig De Peuter,Mark Coté Pdf
Utopian Pedagogy is a challenge to the developing world order that will stimulate debate in the fields of education and beyond, and encourage the development of socially sustainable alternatives.
Applied Theatre: A Pedagogy of Utopia by Selina Busby Pdf
Shortlisted for the 2022 TaPRA David Bradby Monograph Prize Applied Theatre is a widely accepted term to describe a set of practices that encompass community, social and participatory theatre making. It is an area of performance practice that is flourishing across global contexts and communities. However, this proliferation is not unproblematic. A Pedagogy of Utopia offers a critical consideration of long-term applied and participatory theatre projects. In doing so, it provides a timely analysis of some of the concepts that inform applied theatre and outlines a new way of thinking about making theatre with differing groups of participants. The book problematizes some key concepts including safe spaces, voice, ethical practice and resistance. Selina Busby analyses applied theatre projects in India, the USA and the UK, in youth theatres, homeless shelters, prisons and with those living in informal housing settlements to consider her key question: What might a pedagogy of utopia look like? Drawing on 20-years of practice in a range of contexts, this book focuses on long-term interventions that raise troubling questions about applied theatre, cultural colonialism and power, while arguing that community or participatory theatre conversely has the potential to generate a resilient sense of optimism, or what Busby terms, a 'nebulous utopia'.
Utopia and Education. Studies in Philosophy, Theory of Education and Pedagogy of Asylum by Rafał Włodarczyk Pdf
Utopia and Education is an original contribution of the philosophy and theory of education, which also enters the fields of disciplines other than pedagogy and uses their approaches and achievements. The work is part of utopian studies and complements its discourse with a less marked path of philosophy and theory of education. Moreover, in the context of pedagogy and education, it takes up a number of issues whose significance goes beyond the conventional framework of a single discipline: utopia, ideology, social criticism, fundamentalism, democracy, populism, translation, transdisciplinarity and knowledge transfer, socialisation, school as one of the social institutions, etc. The work not only reconstructs knowledge about specific phenomena relevant to education and pedagogy but also proposes an original solution to educational problems in the form of the concept of asylum pedagogy. The approach to these phenomena is well reflected in the division of the book into two parts. The book, apart from references to researchers associated with utopian studies, addresses ideas of such figures of the humanities and social sciences as Emmanuel Levinas and Erich Fromm; their concepts were earlier used by the Author in two monographs. Besides, there are references to Bronisław Baczko, George Steiner, Jacques Derrida, Michael Walzer, Hannah Arendt, Janusz Korczak, and Ilan Gur- Ze'ev. Throughout the work, the Author attempts to combine the perspectives of critical pedagogy and dialogue, finds inspiration in the achievements of the Warsaw School of the History of Ideas and draws on Jewish thought and tradition.
The Palgrave Handbook of Utopian and Dystopian Literatures by Peter Marks,Jennifer A. Wagner-Lawlor,Fátima Vieira Pdf
The Palgrave Handbook of Utopian and Dystopian Literatures celebrates a literary genre already over 500 years old. Specially commissioned essays from established and emerging international scholars reflect the vibrancy of utopian vision, and its resiliency as idea, genre, and critical mode. Covering politics, environment, geography, body and mind, and social organization, the volume surveys current research and maps new areas of study. The chapters include investigations of anarchism, biopolitics, and postcolonialism and study film, art, and literature. Each essay considers central questions and key primary works, evaluates the most recent research, and outlines contemporary debates. Literatures of Africa, Australia, China, Latin America, and the Middle East are discussed in this global, cross-disciplinary, and comprehensive volume.
Critical Pedagogy and Social Change by Seehwa Cho Pdf
This powerful and accessible text breaks with tradition by teasing out mere assumptions regarding critical pedagogy. Veteran teacher educator Seehwa Cho provides us with an engaging overview of the history of critical pedagogy and a clear, concise breakdown of key concepts and terms. Critical Pedagogy and Social Change is a vital examination of teaching and learning for social justice in the classroom and community beyond.
Pedagogy of Hope for Global Social Justice by Douglas Bourn,Massimiliano Tarozzi Pdf
Following Paulo Freire and his concept of pedagogy of hope, this open access book explores the educational role of hope as an approach to learning about global issues in different areas of the world. Climate change, racism, and the COVID-19 pandemic have shown more than ever the need for a global shift in education policy and practice. This book provides a conceptual framework of global education and learning and the role it can play in addressing these social and environmental challenges. Written by scholars based in Australia, Brazil, Canada, China, Ghana, India, Italy, Portugal South Africa, Spain, the UK and the USA, the book addresses a range of local and global issues from global citizenship education in Latin America to training teachers in global education. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.
Author : William B. Stanley Publisher : State University of New York Press Page : 288 pages File Size : 41,9 Mb Release : 1992-07-01 Category : Education ISBN : 9781438420950
This book examines the relationship between contemporary forms of critical theory and social reconstructionism, as they relate and contribute to the construction of a radical theory of education. It illustrates many of the persistent issues, problems, and goals of radical educational reform, including the importance of developing a language of possibility, utopian thought, and the critical competence necessary to reveal and deconstruct forms of oppression. Stanley perceptively and clearly reexamines new challenges posed to various forms of critical pedagogy (including reconstructionism) by the development of postmodern and poststructuralist theory, focusing on the connections and continuities between them.
The 500th anniversary of Thomas More’s Utopia has directed attention toward the importance of utopianism. This book investigates the possibilities of cooperation between the humanities and the social sciences in the analysis of 20th century and contemporary utopian phenomena. The papers deal with major problems of interpreting utopias, the relationship of utopia and ideology, and the highly problematic issue as to whether utopia necessarily leads to dystopia. Besides reflecting the interdisciplinary nature of contemporary utopian investigations, the eleven essays effectively represent the constructive attitudes of utopian thought, a feature that not only defines late 20th- and 21st-century utopianism, but is one of the primary reasons behind the rising importance of the topic. The volume’s originality and value lies not only in the innovative theoretical approaches proposed, but also in the practical application of the concept of utopia to a variety of phenomena which have been neglected in the utopian studies paradigm, especially to the rarely discussed Central European texts and ideologies.
Educational Ills and the (Im)possibility of Utopia by Joff Bradley Pdf
As a bold provocation to reimagine what the philosophy of education might mean in the 21st century, this book responds to the exhaustion of present theoretical models and indeed the degradation of fabulative thought in its current prospectus. The contributors, from Asia, the Americas, and Europe, proffer a frank response to the everyday reality of the classroom where teachers compete with electronic devices for the attention of students whose minds are literally elsewhere, cocooned in the noospheric ether. Outside of lecture halls the world is suffering the rise of fascism, panic, and anger driven by precarious employment, and a looming fatalism and resignation in the face of ecological calamity. These developments have led to an avalanche of psychical woes afflicting young people ranging from trauma, the loss of hope and, in extremis, violence and suicide. The concerned and committed writers of this volume therefore raise the timely question of the return of utopia as a fitting, desperate, and indeed necessary response to the ecological, existential, and pedagogical crises spreading across the planet. At this most crucial juncture in human history, the excellent contributions to this book offer singularly unique perspectives regarding the possibility/impossibility of utopia. This book was originally published as a special issue of the journal, Educational Philosophy and Theory.
Hope, Utopia and Creativity in Higher Education by Craig A. Hammond Pdf
Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, and creative possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible.
Political Science Pedagogy by William W. Sokoloff Pdf
The field of political science has not given sufficient attention to pedagogy. This book outlines why this is a problem and promotes a more reflective and self-critical form of political science pedagogy. To this end, the author examines innovative work on radical pedagogy such as critical race theory and feminist theory as well as more traditional perspectives on political science pedagogy. Bridging the divide between this research and scholarship on both teaching and learning opens the prospect of a critical, radical and utopian form of political science pedagogy. With chapters on Socrates, Frantz Fanon, Paulo Freire, Leo Strauss, Sheldon S. Wolin, e-learning, and a prison field trip, this book outlines a new path for political science pedagogy.
Edutopias by Michael A. Peters,D. John Freeman-Moir Pdf
This unique collection of essays by well known scholars from around the world examines the role of edutopias in the utopian tradition, examining its sources and sites as a means for understanding the aims and purposes of education, for realizing its societal value, and for criticizing its present economic, technological and organizational modes.
Author : Victoria W. Wolcott Publisher : State University of New York Press Page : 180 pages File Size : 41,8 Mb Release : 2024-04-01 Category : History ISBN : 9781438497501
"Sometimes that's all it takes to save a world, you see. A new vision. A new way of thinking, appearing at just the right time." These words were spoken by a fictional character in N. K. Jemisin's 2019 utopian novella Emergency Skin. But the idea of saving the world through utopian imaginings has a deep and profound history. At this moment of rupture—with the related crises of the pandemic, racial uprisings, and climate change converging—Utopian Imaginings revisits this history to show how utopian thought and practice offer alternative paths to the future. The third book in the Humanities to the Rescue series, the volume examines both lived and imagined utopian communities from an interdisciplinary perspective. While attentive to the troubled and troubling elements of different spaces and collectives, Utopian Imaginings remains premised in hope, culminating in a series of inspiring exemplars of the utopian potential of the college classroom today.
A collection of short interludes, think pieces, and critical essays on landscape, utopia, philosophy, culture, and food, all written in a highly original and engaging style by academic and theorist Tim Waterman. Exploring power and democracy, and their shaping of public space and public life, taste, etiquette, belief and ritual, and foodways in community and civic life, the book provides a much-needed critical approach to landscape imaginaries. It discusses landscape in its broadest sense, as a descriptor of the relationship between people and place that occurs everywhere on land, from cities to countryside, suburb to wilderness. With over fifty black and white illustrations interspersing the twenty-six chapters, this is a book for professionals, academics, and students to dive into and spark discussion on new modes of thinking in the wake of unfolding global crises, such as COVID-19, climate change, fascism 2.0, and beyond.
Over five hundred years since it was named, utopia remains a vital concept for understanding and challenging the world(s) we inhabit, even in – or rather because of – the condition of ‘post-utopianism’ that supposedly permeates them. In Rethinking Utopia David M. Bell offers a diagnosis of the present through the lens of utopia and then, by rethinking the concept through engagement with utopian studies, a variety of ‘radical’ theories and the need for decolonizing praxis, shows how utopianism might work within, against and beyond that which exists in order to provide us with hope for a better future. He proposes paying a ‘subversive fidelity’ to utopia, in which its three constituent terms: ‘good’ (eu), ‘place’ (topos), and ‘no’ (ou) are rethought to assert the importance of immanent, affective relations. The volume engages with a variety of practices and forms to articulate such a utopianism, including popular education/critical pedagogy; musical improvisation; and utopian literature. The problems as well as the possibilities of this utopianism are explored, although the problems are often revealed to be possibilities, provided they are subject to material challenge. Rethinking Utopia offers a way of thinking about (and perhaps realising) utopia that helps overcome some of the binary oppositions structuring much thinking about the topic. It allows utopia to be thought in terms of place and process; affirmation and negation; and the real and the not-yet. It engages with the spatial and affective turns in the social sciences without ever uncritically being subsumed by them; and seeks to make connections to indigenous cosmologies. It is a cautious, careful, critical work punctuated by both pessimism and hope; and a refusal to accept the finality of this or any world.