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Critical Reading in Higher Education: Academic Goals and Social Engagement (Scholarship of Teaching and Learning)
by Glen Ryland Melanie Rathburn Karen Manarin Miriam CareyFaculty often worry that students can't or won't read critically, a foundational skill for success in academic and professional endeavors. "Critical reading" refers both to reading for academic purposes and reading for social engagement. This volume is based on collaborative, multidisciplinary research into how students read in first-year courses in subjects ranging from scientific literacy through composition. The authors discovered the good (students can read), the bad (students are not reading for social engagement), and the ugly (class assignments may be setting students up for failure) and they offer strategies that can better engage students and provide more meaningful reading experiences.
Critical Readings in Interdisciplinary Disability Studies: (Dis)Assemblages (Critical Studies of Education #12)
by Linda WareThis edited volume includes chapters on disability studies organized around three themes: Theory, Philosophy and Critique. Informed by a range of scholars who may or may not fashion their work beneath the banner of disability studies in explicit terms, it draws connections across a range of identities, knowledges, histories, and struggles that may, on the face of the text seem unrelated. The chapters are cross-categorical and interdisciplinary for purposes of complicating disability studies across international contexts and multiple locations that consider practice-oriented and intersectional approaches for analysis and advocacy. This integrative approach heralds more powerful ways to imagine disability and the conversation on disability.
Critical Readings on Latinos and Education
by Enrique G. MurilloThis critical anthology showcases an interdisciplinary forum of scholars sharing a common interest in the analysis, discussion, critique, and dissemination of educational issues impacting Latinos. Drawing on the best of the past 20 years of the Journal of Latinos and Education, the collection highlights work that has been seminal in addressing complex educational issues affecting and influencing the growing Latina and Latino population. Chapters discuss the production and application of wisdom and knowledge to real-world problems while engaging and collaborating with the interests of key stakeholders in other sectors outside the "traditional" academy. Organized thematically around issues related to policy, research, practice, and creative and literary works, the collection is sure to extend and encourage novel ways of thinking about the ongoing and emerging questions around the unifying thread of Latinos and education.
Critical Reflection for Transformative Learning: Understanding e-Portfolios in Teacher Education
by Katrina LiuThis book provides a research-based guide to using ePortfolios to develop critically reflective teachers capable of transformative learning for educational equity. It begins with a conceptualization of critical reflection in teacher education, then analyzes the social discourse of prospective teachers' teaching practice through their ePortfolio reflections, triangulated by classroom teaching observations and interviews. The results of the research show that prospective teachers’ reflections are performative and do not typically trigger transformative learning, in large part because of discrepancies in the structures of the ePortfolio, the goals of the teacher education program, and the mentoring and supervisory practices. With this analysis in hand, the book turns to practical questions, providing a transformative framework along with examples and tips for teacher educators to use the author’s methods to understand and analyze prospective teachers’ reflection and support their transformative learning.
Critical Reflection, Spirituality and Professional Practice
by Cheryl HuntThis book explores the concept and facilitation of critical reflection and its implications for professional practice. It draws on the author’s own extensive experience to demonstrate how reflective processes involving metaphor and imagery, as well as critique, can be used not only to understand and articulate key values underpinning professional practice and to generate new theoretical models, but to explore one's own worldview, including the ultimate question: 'Who am I?’. The author incorporates practical examples of reflection-through-writing and other reflective techniques which illustrate how ideas about critical reflection, transformative learning, authenticity and spirituality are intricately entwined within theories and practices of adult learning and professional development. The book highlights the importance of understanding the relationship between personal worldviews, values and professional practice. It draws on the concepts of vocation and professional psychological wellbeing to consider what it means to act authentically as a professional within an audit culture. The book will be invaluable for practitioners, academics and students interested in critical reflection, educational inquiry, autoethnography and the use of the self in and as research, the nature and use of metaphor, and the development of worldviews.
Critical Reflections on Career Education and Guidance: Promoting Social Justice within a Global Economy
by Barrie A. Irving Beatriz MalikFirst Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Critical Reflections On Dist.
by Terry EvansThis book suggests that apparently unrelated vignettes of Mikhail Gorbachev, Robert Mugabe, and Harold Wilson are closely connected and illustrates that the concept of distance education may be seen as one of those innovations which was forged on the frontier of European expansion overseas.
Critical Reflections on ICT and Education: Selected Papers from the HKAECT 2023 International Conference (Educational Communications and Technology Yearbook)
by Anna Wing Bo TSO Wendy Wing Lam CHAN Steven Kwan Keung NG Tiffany Shurui Bai Noble Po Kan LOThis book includes selected papers from the Hong Kong Association for Educational Communications and Technology (HKAECT) 2023 International Conference. It provides readers with a collection of insightful chapters which delves into the realms of data visualization, artificial intelligence (AI), virtual reality (VR), and augmented reality (AR). It also reflects on the dynamic shifts in online learning, blended learning, and self-directed learning. Part one of the volume includes case studies and examples of the integration of advanced technologies, such as data visualization, generative AI, and mixed reality in education. Part two shares experiences and observations from educators who embrace online learning, blended learning, and independent learning. Part three investigates the influences digital education has on learning, teaching, and society as a whole. The book paves a path for thought-provoking discussions on the future of education in a digitally connected world. It is a vital resource for educators, administrators, policymakers, and learners seeking to navigate and thrive in the rapidly evolving world of digital education.
Critical Reflections on Teacher Education: Why Future Teachers Need Educational Philosophy
by Howard WoodhouseCritical Reflections on Teacher Education argues that educational philosophy can improve the quality of teacher education programs in Canada, the United States, and the United Kingdom. The book documents the ways in which the market model of education propagated by governments and outside agencies hastens the decline of philosophy of education and turns teachers into technicians in hierarchical school systems. A grounding in educational philosophy, however, enables future teachers to make informed and qualified judgements defining their professional lives. In a clear and accessible style, Howard Woodhouse uses a combination of reasoned argument and narrative to show that educational philosophy, together with Indigenous knowledge systems, forms the basis of a climate change education capable of educating future teachers and their students about the central issue of our time.
Critical Reflections on Teacher Education: Why Future Teachers Need Educational Philosophy
by Howard WoodhouseCritical Reflections on Teacher Education argues that educational philosophy can improve the quality of teacher education programs in Canada, the United States, and the United Kingdom. The book documents the ways in which the market model of education propagated by governments and outside agencies hastens the decline of philosophy of education and turns teachers into technicians in hierarchical school systems. A grounding in educational philosophy, however, enables future teachers to make informed and qualified judgements defining their professional lives. In a clear and accessible style, Howard Woodhouse uses a combination of reasoned argument and narrative to show that educational philosophy, together with Indigenous knowledge systems, forms the basis of a climate change education capable of educating future teachers and their students about the central issue of our time.
Critical Reflections on Teacher Education in South Africa
by Labby Ramrathan Suriamurthee Maistry Sylvan BlignautThis edited volume focuses on Curriculum scholars' critical reflections on teacher education (TE) within South Africa to offer insights into critical considerations for the socio-economic, transformational, social and environmental justice and decolonization challenges that the country faces. Much of the literature on teacher education takes on a policy and practice focus to the exclusion of deep and fundamental curriculum questions on what is teacher education for, for whom, where and who decides. Within South Africa, the Minimum Requirements for Teacher Education Qualification (MRTEQ) forms the official policy that informs teacher education curriculum and certification to become a teacher. This volume raises critical and complicated questions for teacher educators and curriculum scholars to inspire a deeper understanding of teacher education beyond a set of parochial policy prescribed modules/courses that one needs to take to become a professional teacher.
Critical Reflections on the Language of Neoliberalism in Education: Dangerous Words and Discourses of Possibility (Routledge Studies in Education, Neoliberalism, and Marxism)
by Spyros ThemelisRecognizing the dominance of neoliberal forces in education, this volume offers a range of critical essays which analyze the language used to underpin these dynamics. Combining essays from over 20 internationally renowned contributors, this text offers a critical examination of key terms which have become increasingly central to educational discourse. Each essay considers the etymological foundation of each term, the context in which they have evolved, and likewise their changed meaning. In doing so, these essays illustrate the transformative potential of language to express or challenge political, social, and economic ideologies. The text’s musings on the language of education and its implications for the current and future role of education in society make clear its relevance to today’s cultural and political landscape. This exploratory monograph will be of interest to doctoral students, researchers, and scholars with an interest in the philosophy of education, educational policy and politics, as well as the sociology of education and the impacts of neoliberalism.
Critical Religious Education in Practice: A Teacher's Guide for the Secondary Classroom
by Christina Easton Angela Goodman Andrew Wright Angela WrightCritical Religious Education in Practice serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice. The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach. In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur’an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets, are available via the book’s companion website. Key to developing a positive classroom culture and promoting constructive attitudes towards Religious Education, this text is essential reading for all practising and future teachers of Religious Education in secondary schools.
Critical Religious Pluralism in Higher Education: A Social Justice Framework to Support Religious Diversity (Routledge Research in Higher Education)
by Jenny L. SmallThis text presents a new critical theory addressing religious diversity, Christian religious privilege, and Christian hegemony in the United States. It meets a growing and urgent need in our society—the need to bring together religiously diverse ways of thinking and being in the world, and eventually to transform our society through intentional pluralism. The primary goal of Critical Religious Pluralism Theory (CRPT) is to acknowledge the central roles of religious privilege, oppression, hegemony, and marginalization in maintaining inequality between Christians and non-Christians (including the nonreligious) in the United States. Following analysis of current literature on religious, secular, and spiritual identities within higher education, and in-depth discussion of critical theories on other identity elements, the text presents seven tenets of CRPT alongside seven practical guidelines for utilizing the theory to combat the very inequalities it exposes. For the first time, a critical theory will address directly the social impacts of religious diversity and its inherent benefits and complications in the United States. Critical Religious Pluralism in Higher Education will appeal to scholars, researchers, and graduate students in higher education, as well as critical theorists from other disciplines.
Critical Research in Sport, Health and Physical Education: How to Make a Difference (Routledge Research in Sport, Culture and Society)
by Richard Pringle Håkan Larsson Göran GerdinWithin the overlapping fields of the sociology of sport, physical education and health education, the use of critical theories and the critical research paradigm has grown in scope. Yet what social impact has this research had? This book considers the capacity of critical research and associated social theory to play an active role in challenging social injustices or at least in ‘making a difference’ within health and physical education (HPE) and sporting contexts. It also examines how the use of different social theories impacts sport policies, national curricula and health promotion activities, as well as the practices of HPE teaching and sport training and competition. Critical Research in Sport, Health and Physical Education is a valuable resource for academics and students working in the fields of research methods, sociology of sport, physical education and health. Chapter 5 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Critical Resource Theory: A Conceptual Lens for Identifying, Diagnosing, and Addressing Inequities in School Funding
by Leslie S. Kaplan William A. OwingsCritical Resource Theory (CReT) offers an innovative critical perspective on education funding. This new conceptual lens enables school leaders and policy makers to analyze quantitatively school funding policies and practices as a catalyst to make them more equitable. It offers a useful orientation and tool to increase fairness and opportunity in a society that systemically advantages the dominant group with ample resources while it disadvantages others by withholding them. Presenting a balance between the theoretical and its practical application to improve educational outcomes for marginalized children, chapters introduce and discuss this new extension of Critical Theory, validate it as a value-added and complete theory, place it within a broader philosophical framework, and construct its historical, social, political, and educational contexts. Designed for use in school finance and educational policy courses, this book presents an analytical tool that leaders, scholars, and policy makers can use to alter how they view public funding policies and practices – to question their assumptions about funding and resource allocations, look for, identify, and assess inadequacies and inequities, share their findings, and use these data to shape policy recommendations for increased fiscal fairness and improved student outcomes.
Critical Schooling: Transformative Theory And Practice
by Francisco J. Villegas Janelle BradyThis edited volume brings to the foreground the inequities of contemporary schooling in Canada. The editors and authors perform a critical examination of the Canadian schooling space, highlighting the agency and action of marginalized communities and their efforts to address injustice within contexts of schooling. Grounded in the unique perspective of each author, this book provides a venue for transformative practice to create inclusive and socially just contexts for diverse populations, specifically as experienced by peoples who inhabit the intersections of various modes of oppression.
Critical Sites of Inclusion in India’s Higher Education
by Papia SenguptaThis book acquaints the reader to the often invisible-ized practices and policies under the rhetoric of ‘inclusion’, through theoretical and empirical analysis. It emphasizes on the complexities of education policies in a multicultural state by identifying the challenges to the idea of ‘inclusion’ illuminated through judicial interventions, policy-frameworks and everyday experiences of individuals. Higher education is imperative to empowerment in socially stratified societies marred with deep inequalities like India and many other multicultural countries. Disputes over inclusion remains a critical feature in Indian higher education sector, as it is viewed as facilitating access to economic opportunities and providing vertical mobility for individuals belonging to marginalized communities. Higher education empowers, and expands individual horizons of thought and ideas of freedom, dignity, equality, enabling individuals to participate actively in the political-sociological discourses in democratic polity. Therefore, policy makers, political theorists and educationists have been examining the question of inclusion and education as public-good. Contemporary India has witnessed an unprecedented attack on academic freedom, free exchange of ideas and expressions, challenging the very idea of inclusion and inclusiveness.
Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World
by H. Svi Shapiro David E. PurpelThis text-reader brings together powerful readings that critically situate issues of education in the context of the major cultural, moral, political, economic, ecological, and spiritual crises that confront us as a nation and a global community. It provides a focus and a conceptual framework for thinking about education in light of these issues. Readers are exposed to the thinking of some of the best and most insightful social and educational commentators. Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World, Third Edition, is intended to work on two levels. First, it helps readers to develop an awareness of how education is connected to the wider social structures of cultural, political, and economic life. Second, it encourages not only a critical examination of our present social reality but also a serious discussion of alternatives--of what a transformed society and educational process might look like. The editors' goal is to deliberately engage readers in connecting the work of teachers to an ethically committed, politically charged pedagogy. The assumption on which they base the text is that educators must see their work as inextricably linked to the broader conflicts, stresses, and crises of the social world--it is not otherwise possible to make sense of what is happening educationally. What happens in school, or as part of the educational experience, reflects, expresses, and mediates profound questions about the direction and nature of the society we inhabit. The text is organized thematically into five sections, which address, respectively, social justice and democracy; consumerism, culture, and public education; marginality and difference; moral and spiritual perspectives on education; and globalization and education. Each section is preceded by a brief essay that introduces the readings. This Third Edition includes many new readings and addresses issues that have more recently emerged as especially significant--such as concerns about the implications of globalization and the post 9/11 world, commercialism, violence, and the ever-increasing influence of high stakes testing. This compelling text is relevant for a wide range of courses in educational foundations, educational policy, curriculum studies, and multicultural education that address the social context of education, cultural and political change, and public policy.
Critical Social Justice Education and the Assault on Truth in White Public Pedagogy: The US-Dakota War Re-Examined
by Rick LybeckThis book explores tensions between critical social justice and what the author terms white justice as fairness in public commemoration of Minnesota’s US-Dakota War of 1862. First, the book examines a regional white public pedagogy demanding “objectivity” and “balance” in teaching-and-learning activities with the purpose of promoting fairness toward white settlers and the extermination campaign they once carried out against Dakota people. The book then explores the dilemmas this public pedagogy created for a group of majority-white college students co-authoring a traveling museum exhibit on the war during its 2012 sesquicentennial. Through close analyses of interviews, field notes, and course artifacts, this volume unpacks the racial politics that drive white justice as fairness, revealing a myriad of ways this common sense of justice resists critical social justice education, foremost by teaching citizens to suspend moral judgment toward symbolic white ancestors and their role in a history of genocide.
Critical Studies in Indian Grammarians I: The Theory of Homogeneity (SĀVARṆYA) (Michigan Series In South And Southeast Asian Languages And Linguistics)
by Madhav M. DeshpandeIn the historical study of the Indian grammarian tradition, a line of demarcation can often be drawn between the conformity of a system with the well-known grammar of Pāṇini and the explanatory effectiveness of that system. One element of Pāṇini’s grammar that scholars have sometimes struggled to bring across this line of demarcation is the theory of homogeneity, or savarṇa, which concerns the final consonants in Pāṇini’s reference catalog, as well as phonetic similarities between sounds. While modern Sanskrit scholars understand how to interpret and apply Pāṇini’s homogeneity, they still find it necessary to unravel the history of varying interpretations of the theory in subsequent grammars. Madhav Deshpande’s The Theory of Homogeneity provides a thorough account of the historical development of the theory. Proceeding first to study this conception in the Pāṇinian tradition, Deshpande then passes on to other grammatical systems. Deshpande gives attention not only to the definitions of homogeneity in these systems but also the implementation of the theory in those respective systems. Even where definitions are identical, the concept may be applied quite differently, in which cases Deshpande examines by considering the historical relationships among the various systems.
Critical Studies in Teacher Education: Its Folklore, Theory and Practice (Routledge Revivals)
by Thomas S. PopkewitzOriginally published in 1987, this was the only available book to offer a critical interpretation of the current reform efforts in teacher education at the time. The focus is issues of professionalization, the role of the university and schools in the socialization of teachers, and the ideological and social assumptions that underlie educational theory. The book draws upon the sociology of knowledge, Marxist theory and political sociology.
A Critical Study of Thailand's Higher Education Reforms: The culture of borrowing (Routledge Critical Studies in Asian Education)
by Rattana LaoThis book offers a critical examination of contemporary higher education reforms in Thailand situated in the broader historical, socio-economic and political changes. Through a qualitative case study with three methods of inquiry, this book explores why different 'global education policies' such quasi-privatisation, internationalization, as quality assessment (QA) have resonated in Thailand higher education sector. Grounded in policy borrowing and lending, this book uses the politics, economics and culture of borrowing to analyse major reforms in Thailand for the past one hundred years. It is argued that historical legacy, policy contexts and belief systems of policy elites play pivotal roles in facilitating policy changes or the lack thereof. While historical analysis elucidates that the Thai state has always been an active borrower of western ideas, the perseverance of the 'Thai-ness' discourse has often been used to suggest its so-called independence and idiosyncrasy. This in-depth analysis of the Thai case aims to contribute to the critical studies in Asian education, comparative higher education, policy borrowing and lending and Thai studies. The Culture of Borrowing intensively studies the policy appropriation in the Thai education system by analysing: • Selective Borrowing and the Historical Development of Thai Higher Education • The Asian Economic Crisis as Window of Opportunity: Autonomous University • Internationalization of Teaching: Quantitative and Qualitative Challenges • The Emergence of Quality Policies and their Rationales • The Intended and Unintended Consequences of Quality Policies This book will appeal to researchers in Education, particularly to scholars studying educational policies within the context of tertiary education. It will also interest scholars specialising in Asian and South-east Asian Studies.
Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching
by Lauren Barbeau Claudia Cornejo HappelWhat does “good” teaching mean, and how can we know it when we see it? Perhaps you have grappled with these questions at some point in your career, either as an instructor wanting to document or grow your teaching effectiveness or as a peer or administrator trying to provide guidance to or assess the teaching of others.This book serves three purposes: a condensed, evidence-based guide to effective teaching; a resource on creating a focused teaching narrative and teaching portfolio; and a toolkit that equips faculty to conduct peer observations, student midterm feedback, and productive conversations related to teaching.The first part of the book offers a rich guide as to what constitutes effective teaching based on a comprehensive review of the research on instructional strategies and behaviors that promote student engagement, learning, and success. It includes practical advice flexible enough to accommodate disciplinary and contextual differences, recognizing that readers will want to adapt effective behaviors based on their values and dispositions.The opening chapters successively cover aligning classroom activities to learning goals; teaching inclusively to account for students’ prior learning and diversity; creating an environment that promotes students’ active engagement in learning and taking responsibility for their intellectual development; assessing students’ progress and adjusting teaching accordingly; using technology effectively; and finally engaging in reflective self-assessment with feedback from peers and students to adjust and develop teaching skills.In the second part of the book, the authors offer structured guidance on developing a focused teaching narrative, gathering peer and student feedback to support that narrative, and curating a portfolio to showcase exemplary practices and achievements. The insights and tools presented also equip readers to facilitate classroom peer observations and gather midterm student feedback. Overall, the second part of the book provides readers with a common language and tools to use when discussing teaching with peers and those who may formally or informally observe their teaching. The book builds to providing the reader with a clear sense of the criteria and evidence needed to document their teaching for the purposes of annual review, promotion, or tenure.The now widely recognized Critical Teaching Behaviors (CTB) framework offers a holistic means of documenting and assessing teaching effectiveness by including a variety of evidence and perspectives. The comprehensive feedback and documentation toolkit aligned to the framework incorporates more of the instructor’s perspective on their own teaching into the evaluation process and substitutes for or supplements student evaluations of teaching (SETs). Administrators will also find the CTB useful as a template and guide for the objective evaluation of teaching.In a single volume, this book offers faculty evidence-based guidance and encouragement to explore effective teaching strategies whether they are just embarking on their college teaching journey or are experienced instructors looking to explore new ideas. The CTB presents instructors a roadmap to both developing teaching skills and demonstrating achievements in promoting student learning to advance their careers. It is designed to be an interactive workbook. While readers can choose to read passively, they will get the most value from this book by completing the prompts and activities along the way.
Critical Technology Issues for School Leaders
by Dr Susan J. Brooks-YoungThis resource helps school leaders focus on critical technology leadership issues and practical solutions for integrating technology into any school, administration, or professional development program.