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Learning In Contemporary Culture

Author: Will Curtis
Publisher: SAGE
ISBN: 1844455823
Size: 57.92 MB
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This book provides an accessible undergraduate-level introduction to the central educational concepts of learning and culture. In examining these themes it addresses key issues including: what is meant by 'culture'; characteristics commonly associated with contemporary culture; relationships between culture and learning; changing understandings of how, what, where and when we learn; the relationship between learning, national identity and citizenship; and the impact of all these on our way of life today. These ideas are approached from historical, philosophical, sociological, political and psychological perspectives: the traditional disciplines of Education Studies.

Primary Professional Studies

Author: Alice Hansen
Publisher: Learning Matters
ISBN: 1526448750
Size: 50.97 MB
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Primary teacher training is challenging. Trainees must be prepared to consider teaching in innovative ways, while remaining focused on the unchanging requirements of children’s learning. The fourth edition of this popular core book supports trainee teachers working towards primary QTS who need to take account of the diverse aspects of primary professional studies. This is a comprehensive, core text for the primary professional studies module. It begins with an exploration of the curriculum and reviews the current curriculum. The text moves on to look at 'The Developing Child' encouraging students to focus on child-centred teaching and learning and explores the needs and learning journeys of all children. The fourth edition includes new chapters on technology and learning, mindfulness in the classroom, reflective practice and completing research and writing assignments for primary teacher training.

Migration And The Education Of Young People 0 19

Author: Mabel Ann Brown
Publisher: Routledge
ISBN: 1317430832
Size: 23.96 MB
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Migration and the Education of Young People 0–19 investigates migration from a number of perspectives to consider the changing dynamics of society within different countries. Examining the data associated with global migration by focusing on case studies from a wide range of countries, it provides detailed and balanced coverage of this politically sensitive topic to explore the educational needs of migrant young people, the impact of large-scale migration to and from countries and the policy challenges that individual countries face when ensuring adequate provision for migrant young people within their education systems. Chapters cover: The reasons why people might move Social and emotional learning in Britain: a tool to guard against cultural pollution? Migration into a global city: the economic and educational success of London Latvian people on the move and the impact on education People’s movement – Greece Return migration in Lithuania: incoming challenges for children’s education The United States, Latin America, immigration and education Tanzanian street children: victims, ordinary lives or extraordinary survivors? This book explores the changing social dynamics through an extensive range of case studies and will be an essential resource for students taking undergraduate and postgraduate courses in education, sociology and international relations.

Cultural Studies In Foreign Language Education

Author: Michael Byram
Publisher: Multilingual Matters
ISBN: 9781853590177
Size: 38.75 MB
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Written by the winner of the 1987 BAAL book prize, this book deals with the acquisition of understanding of foreign cultures and peoples. It is also a study of the philosophy and purpose of language teaching in all its facets, in the context of foreign language teaching in secondary education. The book is written for language teachers and, though it draws on disciplines not usually included in their education and professional training, it does so from within the profession's own perspective. It is an attempt to raise teachers' and learners' awareness of the full educational value of foreign language learning

New Media And Learning In The 21st Century

Author: Tzu-Bin Lin
Publisher: Springer
ISBN: 9812873260
Size: 73.19 MB
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This volume brings together conceptualizations and empirical studies that explore the socio-cultural dimension of new media and its implications on learning in the 21st century classroom. The authors articulate their vision of new-media-enhanced learning at a global level. The high-level concept is then re-examined for different degrees of contextualization and localization, for example how a specific form of new media (e-reader) changes specific activities in different cultures. In addition, studies based in Singapore classrooms provide insights as to how these concepts are being transformed and implemented by a co-constructive effort on the part of researchers, teachers and students. Singapore classrooms offer a unique environment to study the theory-practice nexus in that they are high achieving, implicitly grounded in the eastern cultural values and well-equipped with ICT infrastructure. While these studies are arguably the state-of-the-art exemplars that synergize socio-cultural and technological affordances of the current learning environments, they also serve as improvable ideas for further innovations. The interplay between theory and practice lends support to the reciprocal improvements for both. This book contributes to the continuing debate in the field, and will lead to better learning environments in the 21st century.

Culture Education And Development In South Africa Historical And Contemporary Perspectives

Author: Ali A. Abdi
Publisher: ABC-CLIO
ISBN: 0313073287
Size: 78.14 MB
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With the fall of apartheid in South Africa, expectations were high for the enfranchisement of the acutely underdeveloped majority in South Africa. But problems abound, and this educational study looks critically at the educational situation and puts forth a number of proposals that could produce better results in contemporary South Africa. Abdi urges that beyond the celebratory platforms of the political triumph over apartheid, there must be effective and culturally inclusive programs of education for the development of the highly disenfranchsed majority in South Africa. Deliberate programs of colonialism and apartheid in South Africa resulted in inferior education, cultural marginalization, political oppression, economic exploitation and resulting underdevelopment in the lives of the disenfranchised majority. In addition to historical and contemporary analysis, this study looks at the possibilities of formulating and implementing new programs of education and development that could effectively deal with such current problems as chronic unemployment, skyrocketing crime rates, stagnating learning systems, and the continuing formations of a huge underclass that may be losing its stake in the promised post-apartheid project.

Reconciliation And Pedagogy

Author: D. Pal S. Ahluwalia
Publisher: Routledge
ISBN: 0415687217
Size: 66.37 MB
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Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning. While ideas about reconciliation are proliferating, few scholarly accounts have focused on its pedagogies. This book seeks to develop a generative theory that properly maps reconciliation processes and works out the pedagogical dimensions of new modes of narrating and listening, and effecting social change. The contributors build conceptual bridges between the scholarship of reconciliation studies and existing education and pedagogical literature, bringing together the concepts of reconciliation and pedagogy into a dialogical encounter and evaluating how each might be of mutual benefit to the other, theoretically and practically. This study covers a broad range of territory including ethnographic accounts of reconciliation efforts, practical implications of reconciliation matters for curricula and pedagogy in schools and universities and theoretical and philosophical considerations of reconciliation/pedagogy. It will be of great interest to students and scholars of peace and reconciliation studies, educational studies and international relations.

Perspectives On Learning

Author: Denis Charles Phillips
Publisher: Teachers College Press
ISBN: 9780807744475
Size: 64.21 MB
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Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning. Perspectives on Learning is one of the five books in the highly regarded Teachers College Press Thinking About Eeucation Series, now in its Fourth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. Book jacket.

Quality Teaching In Primary Science Education

Author: Mark W. Hackling
Publisher: Springer
ISBN: 3319443836
Size: 16.11 MB
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​This edited volume explores how primary school teachers create rich opportunities for science learning, higher order thinking and reasoning, and how the teaching of science in Australia, Germany and Taiwan is culturally framed. It draws from the international and cross-cultural science education study EQUALPRIME: Exploring quality primary education in different cultures: A cross-national study of teaching and learning in primary science classrooms. Video cases of Year 4 science teaching were gathered by research teams based at Edith Cowan University, Deakin University, the Freie Universität Berlin, the National Taiwan Normal University and the National Taipei University of Education. Meetings of these research teams over a five year period at which data were shared, analysed and interpreted have revealed significant new insights into the social and cultural framing of primary science teaching, the complexities of conducting cross-cultural video-based research studies, and the strategies and semiotic resources employed by teachers to engage students in reasoning and meaning making. The book’s purpose is to disseminate the new insights into quality science teaching and how it is framed in different cultures; methodological advancements in the field of video-based classroom research in cross-cultural settings; and, implications for practice, teacher education and research. “The chapters (of this book) address issues of contemporary relevance and theoretical significance: embodiment, discursive moves, the social unit of learning and instruction, inquiry, and reasoning through representations. Through all of these, the EQUALPRIME team manages to connect the multiple cultural perspectives that characterise this research study. The ‘meta-reflection’ chapters offer a different form of connection, linking cultural and theoretical perspectives on reasoning, quality teaching and video-based research methodologies. The final two chapters offer connective links to implications for practice in teacher education and in cross-cultural comparative research into teaching and learning. These multiple and extensive connections constitute one of the books most significant accomplishments. The EQUALPRIME project, as reported in this book, provides an important empirical base that must be considered by any system seeking to promote sophisticated science learning and instructional practices in primary school classrooms. By exploring the classroom realisation of aspirational science pedagogies, the EQUALPRIME project also speaks to those involved in teacher education and to teachers. I commend this book to the reader. It offers important insights, together with a model of effective, collegial, collaborative inter-cultural research. It will help us to move forward in important ways”. Professor David Clarke, Melbourne University