Transforming learning in schools and communities : the remaking of education for a cosmopolitan society
Author(s)
Bibliographic Information
Transforming learning in schools and communities : the remaking of education for a cosmopolitan society
（Continuum studies in education）
Continuum International Pub. Group, c2008
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Note
Includes bibliographical references and index
Contents of Works
- Remaking education for a globalized world: policy and pedagogic possibilities / Bob Lingard, Jon Nixon and Stewart Ranson
- Deparochializing education: re-envisioning education in ASEAN / Aaron Koh
- Deferring dystopia: the sustainable city, urban policy and education markets / Kalervo N. Gulson
- Place, space and knowledge: children in the village and the city / Pia Christensen
- Public space, participation and expressive arts / Morwenna Griffiths and Hamish Ross
- Education and its cosmopolitan possibilities / Fazal Rizvi
- Relationships of virtue: justice as practice / Jon Nixon
- Capability formation and education / Melanie Walker
- Remaking civic formation: transforming politics and the cosmopolitan school / Terri Seddon
- A school for citizens: civic learning and democratic action in the learning democracy / Gert Biesta
- Re-constituting education governance for cosmopolitan society / Stewart Ranson
- Pedagogies of indifference: research, policy and practice / Bob Lingard
- Dialogue, inquiry and the construction of learning communities / Gordon Wells
- The production of space for learning / Nick Boreham
- The social, cultural and linguistic significance of complementary schools / Angela Creese and Adrian Blackledge
- Participation, policy and the changing conditions of childhood / Alan Prout
- Schools and urban regeneration: challenges and possibilities / Pat Thomson
Description and Table of Contents
Description
This is a new monograph that focuses upon how learning communities are transforming schools and communities throughout the world.Many educators have been looking for a fundamentally different approach to engage young people and encourage progress in learning. Supported by recent public policy developments, the focus of learning is shifting away from the child as an individual in a classroom detached from the surrounding neighbourhood to a learning community that embraces carers and families as well as young people and teachers.This monograph analyses the organising principles of this cultural transformation and considers how it will shape learning in schools and communities throughout the world. The book brings together key thinkers from the fields of new learning, new communities of educational practice and new forms of educational governance. This ground-breaking book will undoubtedly shape the policy agenda in this area for years to come.
Table of Contents
- Introduction: Education for a globalized world (Jon Nixon, Stewart Ranson and Bob Lingard)
- I Place and space
- 1: Deparochializing education (Aaron Koh, Institute of Education, Hong Kong)
- 2: Deferring dystopia (Kalervo Gulson, University of British Columbia)
- 3: Place, space and knowledge (Pia Christensen, University of Warwick)
- 4: Public space, participation and expressive arts (Morwenna Griffiths and Hamish Ross, University of Edinburgh)
- II Possible futures
- 5: Education and its Cosmopolitan Possibilities (Fazal Rizvi, University of Illinois)
- 6: Relationships of virtue (Jon Nixon, Liverpool Hope University)
- 7: Capability formation and education (Melanie Walker, University of Nottingham)
- 8: Remaking civic formation (Terri Seddon, Monash University)
- 9: A School for citizens (Gert Biesta, University of Stirling)
- 10: Re-constituting education governance for cosmopolitan society (Stewart Ranson, University of Warwick)
- III Pedagogic mediations
- 11: Pedagogies of indifference (Bob Lingard, University of Edinburgh)
- 12: Dialogue, inquiry and the construction of learning communities (Gordon Wells, University of California, Santa Cruz)
- 13: The production of space for learning (Nick Boreham, University of Stirling)
- 14: The social, cultural and linguistic significance of complementary schools (Angela Creese and Adrian Blackledge)
- 15: Participation, policy and the changing conditions of childhood (Alan Prout, University of Warwick)
- 16: Schools and urban regeneration (Pat Thomson, University of Nottingham).
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