In the World Library of Educationalists series, international scholars compile career-long selections of what they judge to be among their finest pieces so the world has access to them in a single manageable volume. Readers are able to follow the themes and strands and see how their work contributes to the development of the field. Over more than three decades, Professor Ronald Barnett has acquired a distinctive position as a leading philosopher of the university and higher education, and this volume brings together 15 of his key writings, particularly papers from leading journals. This volume also includes, as his introductory chapter, an intellectual autobiography, in which Professor Barnett recounts the history of his scholarship and writing, traces its development across five stages, and identifies the themes and sources of inspiration that lie within his corpus of work. Ronald Barnett has described his corpus of work as a social philosophy of the university that is at once conceptual, critical, practical and imaginative. His concepts of criticality, critical interdisciplinarity, supercomplexity and the ecological university have been taken up in the literature across the world. Through telling examples, and with an incisive clarity of writing, Ronald Barnett’s scholarship has helped to illuminate in fresh ways and reorient practices in the university and in higher education. The chapters in this volume reveal all of these qualities so making this volume a compelling overview of a passionate and yet constructive critic of the university.
The chapters in this volume reveal all of these qualities so making this volume a compelling overview of a passionate and yet constructive critic of the university.
Author: Ronald Barnett
Author: Catherine Alum Odora Hoppers
Category: College teaching
Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity. Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.
Instead, this chapter contributes to the scholarly debates over rethinking directions, challenges and innovations in critical thinking through languages in university education. The research reported in this chapter focuses on ...
Author: Ruth Arber
"Rethinking Online Education" analyzes online educational materials on the recent Iraq war aimed to be used by U.S. educators in elementary and secondary schools. It is suggested that far from being ideologically neutral, these educational materials weave together resources which provide a coherent view of the Iraq war theme, and can thus been seen as constituting a kind of an informal curriculum. Mitsikopoulou argues that the teacher resources adhere to different pedagogical discourses and constitute materializations of two broad approaches to education. A number of pedagogical issues are also raised in the discussion: What is the difference between critical thinking and critical pedagogy? How is the genre of lesson plan realized in different teaching philosophies and how do curricular texts change when they are delivered online? This important book highlights the need to explore the new forms of textuality which emerge from online curricular materials and to develop an understanding of the processes of text composition, distribution and consumption.
Smart thinking: Skills for critical understanding and writing. Oxford: Oxford University Press. Anderson, Terry, and Randy D. Garrison. 1995. Critical thinking in distance education: Developing critical communities in an audio ...
Author: Bessie Mitsikopoulou
Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching. This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at institutional level.
The assumption is that when teachers think differently, they can act differently. Thinking differently is not a sufficient condition for acting differently, however. We must also be enabled to act differendy.
Author: Diana Laurillard
Most people who work and study in universities will be aware that they are changing. Yet few have so far grasped the extent of this change or have attempted to put it in a coherent intellectual framework. This volume provides new ways to understand how the university workforce in developed nations is being encouraged to change itself, and how the social role of these institutions has shifted from places of higher learning toward being agents for social change and the promotion of human welfare. Moreover the demands that are being placed on institutions and the kinds of graduates they are required to produce has changed too, with the emphasis on a new brand of vocationalism and a reinvigorated focus on 'skills' and 'employability'. This volume provides a theoretically informed, philosophically sophisticated account of what universities in developed nations are being encouraged to do, and the impact this has on their staff, students and the societies of which they are a part.
The arguments and ideas we shall expound here are formulated with various people in mind. It is intended for university staff, students, researchers and policymakers who want to understand what is happening to higher education ...
Author: Sally Baker
Publisher: Bloomsbury Publishing
Drawing upon the work of some of the most influential theorists in the field, Thinking Through Things demonstrates the quiet revolution growing in anthropology and its related disciplines, shifting its philosophical foundations. The first text to offer a direct and provocative challenge to disciplinary fragmentation - arguing for the futility of segregating the study of artefacts and society - this collection expands on the concerns about the place of objects and materiality in analytical strategies, and the obligation of ethnographers to question their assumptions and approaches. The team of leading contributors put forward a positive programme for future research in this highly original and invaluable guide to recent developments in mainstream anthropological theory.
——(1984) 'Rethinking mana', Journal of Anthropological Research, 40: 137–56. ... ——(1966) The Savage Mind, Oxford: Oxford University Press. ... Lévy-Bruhl, Lucien (1973)  Notebooks on Primitive Mentality, trans.
Author: Amiria Henare
Category: Social Science
"The arts and particularly music are well-known agents for social change. They can empower, transform, or question. They can be a mirror of society's current state and a means of transformation. They are often the last refuge when all attempts at social change have failed. But are the arts able to live up to these expectations? Can music education cause social change? This book offers timely answers to these questions. It presents an imaginative, yet critical approach. It is optimistic and realistic. It rethinks music education's relation to social change and offers a new vision in terms of music education as utopian theory and practice. This allows to unearth the utopian energy of the music education profession and to openly imagine how the world could be otherwise - while at the same time critically scrutinizing respective conceptions. Utopia, being an important topic in sociology and political science, offers a new tradition of thinking and a scholarly foundation for music education's relation to social change. However, music education is not only a means for social transformation. It also has artistic and aesthetic dimensions. Thus, connecting music education with utopia leads to two approaches in terms of politically or socially responsive music education and esthetic music education. Rethinking music education and social change within the framework of utopia offers much-needed opportunities for reconceptualizing music education in the 2020s"--
The final section offers critical thoughts about the ambiguity of music education, social change, and utopia. Utopia as method in music education Utopia as method is a way to reconceptualize music education in general and to rethink its ...
Author: Alexandra Kertz-Welzel
Publisher: Oxford University Press
Thinking Jewish Culture in America argues that Jewish thought extends our awareness and deepens the complexity of American Jewish culture. This volume stretches the disciplinary boundaries of Jewish thought so that it can productively engage expanding arenas of culture by drawing Jewish thought into the orbit of cultural studies. The eleven contributors to Thinking Jewish Cultures, together with Chancellor Arnold Eisen’s postscript, position Jewish thought within the dynamics and possibilities of contemporary Jewish culture. These diverse essays in Jewish thought re-imagine cultural space as a public and sometimes contested performance of Jewish identity, and they each seek to re-enliven that space with reflective accounts of cultural meaning. How do Jews imagine themselves as embodied actors in America? Do cultural obligations limit or expand notions of the self? How should we imagine Jewish thought as a cultural performance? What notions of peoplehood might sustain a vibrant Jewish collectivity in a globalized economy? How do programs in Jewish studies work within the academy? These and other questions engage both Jewish thought and culture, opening space for theoretical works to broaden the range of cultural studies, and to deepen our understanding of Jewish cultural dynamics. Thinking Jewish Culture is a work about Jewish cultural identity reflected through literature, visual arts, philosophy, and theology. But it is more than a mere reflection of cultural patterns and choices: the argument pursued throughout Thinking Jewish Culture is that reflective sources help produce the very cultural meanings and performances they purport to analyze.
Arnold M. Eisen, Rethinking Modern Judaism: Ritual, Commandment, Community (Chicago: University of Chicago Press, 1998), 4. 8. Ra'anan S. Boustan, Oren Kosansky, and Marina Rustow, “Anthropology, History, and the Remaking of Jewish ...
Author: Ken Koltun-Fromm
Publisher: Lexington Books