Educational counter-cultures : confrontations, images, vision
著者
書誌事項
Educational counter-cultures : confrontations, images, vision
(Discourse power resistance, v. 3)
Trentham, 2004
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
内容説明・目次
内容説明
This book is a song of resistance. Drawing on rich cross-cultural perspectives from Pakistan, Israel, Canada, the US and the UK, the authors challenge readers to envision new ways of thinking for education: ways which draw on imagination, the arts and the collective experience of subjugated cultures and ways of knowing. Michael Apple opens with a critique of the new hegemonic blocks he identifies in US education policy, deconstructing the political and rhetorical moves that effectively maintain the notion of educating in the 'right' way. Mike Cole and Terry Wrigley each examine and rethink what they see as discourses of despair embedded in the opposing paradigms of postmodernism and the School Effectiveness and School Improvement movements. Elizabeth Atkinson and Richard Bond deconstruct two forms of silencing: the silencing of sexualities within educational practice and the silencing of indigenous voices within Canadian Higher Education. Farid Panjwani and Halleli Pinson explore the contested discourses of power and control in religious education in Pakistan and citizenship education in Israel.Jean McNiff and Revital Heimann also focus on Israel, as the context for a reconceptualisation of peace education based on a real recognition of the fractured nature of human relations. Jerome Satterthwaite invites us to see contemporary educational practices through the eyes of both the mystic and the astrophysicist; Alan Bleakley explores learning to 'know' within medical training through the senses; and John Danvers and Victoria Perselli illustrate how poetry, art images and notions of performance can move us towards emancipatory ways of knowing that resist contemporary technico-rationalist discourses. These authors offer multiple perspectives on resistance and they have a common purpose: to see, think and do education otherwise.This book is for all those students, tutors and researchers interested in opposing dominant educational discourses and instead exploring other ways of knowing. It is of deep significance to students at both undergraduate and postgraduate level engaged in education, policy studies and professional training, and to teachers and researchers in all phases of education and training.
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