Power, Race, and Higher Education is a parallel narrative written by two scholars. Kakali Bhattacharya, who is a South Asian woman who immigrated to the United States to pursue her graduate degrees and eventually became an academic. Kent Gillen is a White man who focuses on completing his doctoral studies under Kakali's supervision. Kent comes to a crossroad where he has to interrogate his sociocultural position, how he benefits from a White supremacist system, even if he did not ask for any of the benefits or had his personal plights. Embedded in the dilemmas are implications for cross-cultural qualitative research, understanding of how whiteness functions, and how we attend to our deepest wounds as we work to become allies and build bridges. This book can be used in undergraduate and graduate courses in race and culture studies in the social sciences and humanities, qualitative methods courses, and graduate classes that help students with writing up qualitative research. Individual graduate students and professors who advise graduate students may benefit from this text. "Riveting, courageous, innovative and brave! This spell-binding book not only holds your attention, it holds you to account as you read a beautifully integrated narrative that weaves theory, research, artistry and practice into an utterly compelling positioning of our power relations within society and the academy." Rita Irwin, Ph.D., Professor of Art Education in the Department of Curriculum and Pedagogy, and Associate Dean of Teacher Education, at the University of British Columbia in Vancouver "It is a book that will inform scholarly conversations with both undergraduate and graduate students, and influence future qualitative researchers." Enrique AlemAn, Jr., Ph.D., Professor & Chair, Educational Leadership & Policy Studies, University of Texas at San Antonio "Told in honest and straightforward language, this engaging book has much to say about scholarly responsibility, White privilege, and our necessary reconciliation toward equity and a deep awareness of self." Johnny SaldaNa, Professor Emeritus, Arizona State University
Is there life after death for secondary education?
This book focuses upon the quality of learning. 'Reform', so called, too often begins with qualifications, examinations, institutional provision, paths of progression. All those are very important, but their value lies in the support they give to learners and their learning in its different forms. One needs to start with the aims of education and then with what it means to learn (practically, theoretically, morally) and with the very many different needs of the learners. That is what this book aims to do.
In so doing, it will be both philosophical in analysis and empirical in example. So much is happening 'from down below' that goes unrecognised by policy makers. But innovations too often get hampered by government interventions, by a bureaucratic mentality and by failure to spread good practice. The general argument of the book, therefore, will be illustrated throughout with detailed references to practical developments in schools, colleges, the third sector, youth work, independent training providers and professional bodies - across several countries.
The book builds on Education for All, which was based on 14-19 research into secondary education, this book transcends the particularities of England and Wales and digs more deeply into those issues which are at the heart of educational controversy, policy and practices and which survive the transience of political change and controversy. The issues (the aims of education, standards of performance, the consequent vision of learning, the role of teachers, progression from school to higher or further education and into employment, the provision of such education and training and the control of education) are by no means confined to the UK, or to this day and age. Pring identifies similar problems in other countries such as the USA, Germany and France - and indeed in the Greece of Plato and Aristotle and offers solutions with a comparative perspective.
It is a critical time. Old patterns of education and its provision are less and less suitable for facing the twenty-first century. The patterns and modes of communication have changed radically in a few years and those changes are quickening in pace. The economic context has been transformed, affecting the skills and knowledge needed for employment. The social world of young people raises fresh demands, hopes and fears. A global recession has affected young people disproportionately making quality of life and self-fulfilment ever more difficult to attain.
In addressing 'learning' and the 'learners' first and foremost, the book will argue for a wider vision of learning and a more varied pattern of provision. Old structures must give way to new.
Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.
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