What does it mean to learn and educate in these social and historical times? This edited collection engages an international group of education thinkers in a series of ongoing intercultural conversations that speak to the challenges and possibilities of engaging with education, difference and diversity in a globalised world.
Shifting across a range of geographical, theoretical, institutional and disciplinary contexts, the contributors identify in their own empirical and theoretical research work examples of localised solutions to the problems of diversity for the practice of education....
What does it mean to learn and educate in these social and historical times? This edited collection engages an international group of education thinke...
What does it mean to learn and educate in these social and historical times? This edited collection engages an international group of education thinkers in a series of ongoing intercultural conversations that speak to the challenges and possibilities of engaging with education, difference and diversity in a globalised world.
Shifting across a range of geographical, theoretical, institutional and disciplinary contexts, the contributors identify in their own empirical and theoretical research work examples of localised solutions to the problems of diversity for the practice of education....
What does it mean to learn and educate in these social and historical times? This edited collection engages an international group of education thinke...
How do children, individually and collectively, make meanings of their learning experiences? How can teachers become aware of children's meaning making on an ongoing basis? Is it possible and useful to create an integrated theory of student learning? How can classroom research enhance critical understandings of the situated nature of learning and teaching, while taking into account the systemic and educational policy contexts? How do differences, such as class, race, culture, gender and sexualities, interact with student learning? How can teachers respond effectively to the realities of...
How do children, individually and collectively, make meanings of their learning experiences? How can teachers become aware of children's meaning makin...
How do children, individually and collectively, make meanings of their learning experiences? How can teachers become aware of children's meaning making on an ongoing basis? Is it possible and useful to create an integrated theory of student learning? How can classroom research enhance critical understandings of the situated nature of learning and teaching, while taking into account the systemic and educational policy contexts? How do differences, such as class, race, culture, gender and sexualities, interact with student learning? How can teachers respond effectively to the realities of...
How do children, individually and collectively, make meanings of their learning experiences? How can teachers become aware of children's meaning makin...
