Neoliberalism, Pedagogy and Human Development: Exploring Time, Mediation and Collectivity in Contemporary Schools

ISBN-13: 9781138775374 / Angielski / Miękka / 2014 / 152 str.

Michalis Kontopodis

Opis

Through case studies of young people from urban and countryside marginalized populations in Germany, USA and Brazil, this book investigates emerging educational practices and takes a critical stance towards what can be seen as neoliberal educational politics.

Spis treści

Introduction: Looking to the Future  1. Learning, Development and Technologies of the Self: Dealing with Critical Situations and Marginalization in Germany  2. "Either Now or Never": The Developmental Temporalities of School-to Work Transition.  Interlude: "I Can’t Begin Anything with This"  3. Freedom Writers, California, 1994 – 1998: When Meta-Reflection Creates Radically New Possibilities for Learning and Development at School  4. Doing Collective Pasts and Futures: Pedagogia da Terra in the Landless Rural Workers’ Movement in Brazil, Espírito Santo.  Instead of an Epilogue: The Dynamics of Learning and Development as Becoming.  Appendix.

O autorze

Dr. Michalis Kontopodis studied psychology in Greece, France, Poland and Germany and completed his PhD at the Faculty of Education and Psychology of Free University Berlin, Germany. He worked at Humboldt University Berlin from 2007 to 2010, and was a visiting scholar at City University New York and at New York University in 2009. He was also invited as a visiting professor at Pontificia Universidade Católica de São Paolo, and at Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil in 2010. He works as an assistant professor at the Department of Research & Theory in Education, VU University of Amsterdam and has also been external coordinator of the Summer University in Cultural-Historical Psychology at Moscow State University of Psychology and Education since 2010.

His research interests concern marginalization, immigration, urban and countryside education, neoliberalism and biopedagogies, as well as institutional memory and digital media. His publications include special issues of the journals Outlines: Critical Practice Studies; Memory Studies; Science, Technology & Human Values and ETHOS, as well as three co-edited books, most importantly Children, Development and Education: Cultural, Historical, Anthropological Perspectives, with Springer (2011, co-edited with C. Wulf & B. Fichtner). Further information is provided at http://mkontopodis.wordpress.com/.