Bringing together the work of international experts in the field and two interviews with Derrida himself, this book provides a key to the major contemporary reflections Derrida's work has prompted on educational issues. At the same time the book gives a systematic introduction to the central ideas of deconstruction, and explores their relevance to educational theory and practice. Fundamental educational issues addressed include: the tension between sameness and otherness; inclusion and exclusion; questions about control and freedom; educational rights and responsibilities; conceptions of...
Bringing together the work of international experts in the field and two interviews with Derrida himself, this book provides a key to the major contem...
Winner-2008 AESA Critics' Choice Book AwardMany educational practices are based upon ideas about what it means to be human. Thus education is conceived as the production of particular subjectivities and identities such as the rational person, the autonomous individual, or the democratic citizen. Beyond Learning asks what might happen to the ways in which we educate if we treat the question as to what it means to be human as a radically open question; a question that can only be answered by engaging in education rather than as a question that needs to be answered before we can educate. The...
Winner-2008 AESA Critics' Choice Book AwardMany educational practices are based upon ideas about what it means to be human. Thus education is conceive...
Never before published, this book features George Herbert Mead s illuminating lectures on the Philosophy of Education at the University of Chicago during the early 20th century. These lectures provide unique insight into Mead s educational thought and reveal how his early psychological writings on the social character of meaning and the social origin of reflective consciousness was central in the development of what Mead referred to as his social conception of education. The introduction to the book provides an overview of Mead s educational thought and places it against the wider social,...
Never before published, this book features George Herbert Mead s illuminating lectures on the Philosophy of Education at the University of Chicago dur...
This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University a lecture series established in 1992 to honor the memory of 1 Dean Francis T. Villemain. All the essays in this volume, with the exception of those by Gert Biesta, Susan Verducci, and Michael Katz, were developed from l- tures given as part of the series. The general rubric of the lectures was democracy, education, and the moral life a title reflecting Villemain s lifelong love of the work of John Dewey whose preface to his famous work in 1916, Democracy and Education, suggested that the...
This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University a lecture series established in 1992 to honor th...
This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University a lecture series established in 1992 to honor the memory of 1 Dean Francis T. Villemain. All the essays in this volume, with the exception of those by Gert Biesta, Susan Verducci, and Michael Katz, were developed from l- tures given as part of the series. The general rubric of the lectures was democracy, education, and the moral life a title reflecting Villemain s lifelong love of the work of John Dewey whose preface to his famous work in 1916, Democracy and Education, suggested that the...
This volume has its origin in the Francis T. Villemain Memorial lectures at San Jose State University a lecture series established in 1992 to honor th...
Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far has received relatively little attention in such discussions, which is the question of the politics of complexity. The chapters in this book engage with this question in a range of different ways. Whereas some contributions make a case for the promotion of complexity in education, others focus more explicitly on questions concerning the reduction of complexity in and through education. The chapters do so using theoretical, historical and...
Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far...
Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far has received relatively little attention in such discussions, which is the question of the politics of complexity. The chapters in this book engage with this question in a range of different ways. Whereas some contributions make a case for the promotion of complexity in education, others focus more explicitly on questions concerning the reduction of complexity in and through education. The chapters do so using theoretical, historical and...
Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far...
In the light of persistent concerns about the quality and relevance of educational research, nationally and internationally, there is a clear need to complement capacity building activities in the domain of methods and methodologies, with capacity building activities that focus on the roles of theory in educational research. This edited collection focuses on the contextual presence of theory, the practices of doing theory, and refractions on and agendas for theory respectively. This book is explicitly international in its scope and outlook, and aims to facilitate productive interaction and...
In the light of persistent concerns about the quality and relevance of educational research, nationally and internationally, there is a clear need ...
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when...
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to ...
