Polarised Logics of Pedagogy: Crises, Contexts and Classrooms in the Global South
Seiten
2025
Routledge (Verlag)
978-1-032-43829-0 (ISBN)
Routledge (Verlag)
978-1-032-43829-0 (ISBN)
- Noch nicht erschienen (ca. Januar 2025)
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This novel book demonstrates the polarised logics that exist between exploring cultural, structural, political and historical contexts as a primary focus for pedagogical research versus an interventionist agenda that isolates pedagogy and its components from their environments.
Combining theoretical discussions with empirical evidence and case studies, the book provides a synthesising approach to both research and educational planning, recognising pedagogy as an open system while acknowledging that not all teaching methods are equal when it comes to enhancing learning. Considering the so-called ‘learning crisis’ and ‘learning poverty’ in the context of Sustainable Development Goal 4 in the wake of the COVID-19 pandemic, this book is also sensitive to concerns about the mental health and wellbeing of young people and the sustainability of the planet.
Ultimately providing a timely, informed and balanced discussion of these issues, this book will appeal to researchers, scholars, and post-graduate and doctoral students working in pedagogical research or international and comparative education, and anyone interested in the relationship between education and international development.
Combining theoretical discussions with empirical evidence and case studies, the book provides a synthesising approach to both research and educational planning, recognising pedagogy as an open system while acknowledging that not all teaching methods are equal when it comes to enhancing learning. Considering the so-called ‘learning crisis’ and ‘learning poverty’ in the context of Sustainable Development Goal 4 in the wake of the COVID-19 pandemic, this book is also sensitive to concerns about the mental health and wellbeing of young people and the sustainability of the planet.
Ultimately providing a timely, informed and balanced discussion of these issues, this book will appeal to researchers, scholars, and post-graduate and doctoral students working in pedagogical research or international and comparative education, and anyone interested in the relationship between education and international development.
Michele Schweisfurth is Professor of Comparative and International Education, University of Glasgow, UK.
Chapter One: Introduction
Chapter Two: Pedagogy and development in the post-COVID, mid-SDG era
Chapter Three: Pedagogy and context, and implications for ‘best practice’
Chapter Four: Methodologies for researching pedagogy
Chapter Five: Researching pedagogy in the Global South: divided epistemic communities
Chapter Six: From agreeing to differ to differing to agree
Chapter Seven: A short chapter on scale: can small still be beautiful?
Chapter Eight: Case studies – projects and pedagogy across epistemic communities
Chapter Nine: What connects, works: toward epistemic humility and meaningful action
Erscheint lt. Verlag | 31.1.2025 |
---|---|
Reihe/Serie | Oxford Studies in Comparative Education |
Zusatzinfo | 2 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white |
Verlagsort | London |
Sprache | englisch |
Maße | 156 x 234 mm |
Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
ISBN-10 | 1-032-43829-0 / 1032438290 |
ISBN-13 | 978-1-032-43829-0 / 9781032438290 |
Zustand | Neuware |
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