The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning. In other words, pedagogical encounters premised on the idea of iterations (talking back) and reasonable and compassionate action are not enough to engender forms of human engagement that can open up new possibilities and perspectives. Drawing on the works of poststructuralist theorists,...
The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Cal...
The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Callan, Martha Nussbaum, Iris Marion Young and Amy Gutmann, and then examines its implications for pedagogical encounters, more specifically teaching and learning. In other words, pedagogical encounters premised on the idea of iterations (talking back) and reasonable and compassionate action are not enough to engender forms of human engagement that can open up new possibilities and perspectives. Drawing on the works of poststructuralist theorists,...
The focus of this book is on building on current liberal understandings of democratic education as espoused in the ideas of SeylaBenhabib, Eamonnn Cal...
This book looks at some of the underlying theories of educational technology (means), and ways in which this technology is guided in practice (ends). The authors are intent on producing ends that prepare students to undertake new analyses and evaluations that can result in new possibilities for democratic action. Emphasis is on their understanding of and position within educational technology - as opposed to using or applying educational technology. The work is not written from the point of view that their embeddedness within educational technology has a utilitarian end in mind, but rather...
This book looks at some of the underlying theories of educational technology (means), and ways in which this technology is guided in practice (ends). ...
This book looks at some of the underlying theories of educational technology (means), and ways in which this technology is guided in practice (ends). The authors are intent on producing ends that prepare students to undertake new analyses and evaluations that can result in new possibilities for democratic action. Emphasis is on their understanding of and position within educational technology - as opposed to using or applying educational technology. The work is not written from the point of view that their embeddedness within educational technology has a utilitarian end in mind, but rather...
This book looks at some of the underlying theories of educational technology (means), and ways in which this technology is guided in practice (ends). ...
Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethnophilosophy on the one hand, and 'scientific' African philosophy on the other. While traditional ethnophilosophy is associated with the cultural artefacts, narratives, folklore and music of Africa's people, 'scientific' African philosophy is primarily concerned with the explanations, interpretations and justifications of African thought and practice along the lines of critical and transformative reasoning. These two alternative strands of...
Much of the literature on the African philosophy of education juxtaposes two philosophical strands as mutually exclusive entities; traditional ethn...
This book draws upon ethical dimensions of Muslim education as a means through which to address contemporary issues, such as social and societal conflicts, exclusion and marginalisation, and violence. It argues that an ethical Muslim education is underscored by the practice of autonomous, critical and deliberative engagement that can engender reflective judgement, compassionate recognition and a responsible ethical (Muslim) community. Such a community is not only capable of cultivating human relationships based on non-coercion, truthful and peaceful human coexistence, but can also quell...
This book draws upon ethical dimensions of Muslim education as a means through which to address contemporary issues, such as social and societal co...
Educational Leadership in Becoming reconsiders educational leadership in its current forms, and presents a more plausible form of educational leadership to contend with the complexities currently found in universities and schools. Much of the literature in vogue concerning educational leadership ranges from transactional to transformative representations of the concept in relation to educational management and policy, curriculum inquiry and pedagogical action. The primary aim of this book is to revisit some of the dominant understandings of educational leadership and to offer an...
Educational Leadership in Becoming reconsiders educational leadership in its current forms, and presents a more plausible form of educatio...
Nuraan Davids and Yusef Waghid teach philosophy of education to students, who are completing a post-graduate certificate in education (PGCE) in order to qualify as teachers. They make the argument that philosophy and education are intertwined as action concepts with the potential to affect teacher education practices. Philosophy and Education as Action: Implications for Teacher Education endeavors to clarify pertinent philosophical concepts in education and look at how these concepts impact teaching, learning, and management as classroom practices. Through the philosophical concepts of...
Nuraan Davids and Yusef Waghid teach philosophy of education to students, who are completing a post-graduate certificate in education (PGCE) in order ...
