This book analyzes stories of university early childhood faculty members, community activists in southern California, and children and the early childhood teacher education students working with them. The grounding of this research is reconceptualization of postmodern narrative theoretical influences. Through narrative inquiry, the book connects ongoing research to ongoing pedagogy. It explores the following research questions: (1) How do learners across generations create, build upon, and reinvent each other’s stories to make new meanings through consideration of family history,...
This book analyzes stories of university early childhood faculty members, community activists in southern California, and children and the early ...
In a context in which explicit attention to the curriculum has been sidelined in universities’ strategy, this book makes an argument for why curriculum matters, both in understanding the effects of unbundled online learning and more broadly. It takes up two particular curriculum issues which are amplified in an unbundled context: differences in the formulation of curriculum between disciplines and professional fields, and the extent these are recognised in university strategy; and the push for constructivist pedagogies, and its effects on curriculum...
In a context in which explicit attention to the curriculum has been sidelined in universities’ strategy, this book makes an argument for w...
In a context in which explicit attention to the curriculum has been sidelined in universities’ strategy, this book makes an argument for why curriculum matters, both in understanding the effects of unbundled online learning and more broadly. It takes up two particular curriculum issues which are amplified in an unbundled context: differences in the formulation of curriculum between disciplines and professional fields, and the extent these are recognised in university strategy; and the push for constructivist pedagogies, and its effects on curriculum...
In a context in which explicit attention to the curriculum has been sidelined in universities’ strategy, this book makes an argument for w...
This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.
The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands...
This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and...
This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.
The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands...
This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and...
