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Peters, Michael A. & J. G. York, Leo Strauss, Education, and Political Thought, (Rowman and Littlefield.)
This collection by some of the leading scholars of Strauss' work is the first devoted to Strauss' thought regarding education. It seeks to address his conception of education as it applies to a range of his most important concepts, such as his views on the importance of revelation, his critique of modern democracy, and the importance of modern classical education. This book attempts to maintain traditional scholarly standards in the hope of approaching both Strauss and his work in a dispassionate and objective manner. It contains both biographical as well as scholarly chapters aimed first and foremost at understanding the corpus of Strauss' work and also his significance as an educational thinker.
Semetsky, Inna, Semiotics Education Experience, (Sense Publishers)
“Semiotics Education Experience” is a collection of fifteen essays edited by Inna Semetsky that explores semiotic approaches to education: semiotics of teaching, learning, and curriculum; educational theory and philosophies of Dewey, Peirce, and Deleuze; education as political semiosis; logic and mathematics; visual signs; semiotics and complexity; semiotics and ethics of the self. This is a landmark collection of cross-disciplinary chapters by international scholars that mark out the appeal and significance of a semiotic approach to education. As Marcel Danesi reminds us in the Foreword, Vygotsky construed learning theory as the science of signs. Semetsky's collection should be widely read by students and scholars in education, philosophy, futures studies, cultural studies, and related disciplines. It deserves the widest dissemination." Michael A Peters, Professor, University of Illinois at Urbana-Champaign
White, E. Jayne & Peters, Michael A., Bakhtinian Pedagogy, (Peter Lang)
This collection of essays brings Bakhtinian ideas into dialogue with educational practice across cultural and pedagogical boundaries. These encounters offer fresh perspectives on contemporary issues in education, and consider pedagogical responses that are framed within a dialogic imperative. The book also pioneers an important discussion about the place of the Bakhtin Circle in educational philosophy today. Drawing on the historical and contemporary scholarship that has already taken place in education to date, the book emphasizes the living nature of language as intentional acts that take place within learning relationships. Consideration is given to the wider contexts in which pedagogy takes place, and shifts the role of the teacher as expert transmitter of knowledge to dialogic partner in learning. Bakhtinian Pedagogy is particularly suitable for undergraduate and postgraduate teacher education courses that focus on pedagogical studies in early childhood, primary, secondary, and tertiary learning. It is also a suitable text for educational philosophy students at postgraduate level.
White, E.J. & Johansson, E., Educational research with our youngest: Voices of infants and toddlers, (Springer)
Interpreting the voices of under three year olds is central to early childhood education. Yet entering into their life-worlds is fraught with challenges and unrealised possibilities. This ground-breaking book generates a dialogue about the multiple ways researchers have exploited a range of methods for approaching, accessing, understanding and interpreting infant voice. Each chapter explores the kinds of ethical considerations and dilemmas that may arise in this process. The book itself represents a chorus of international voices (researchers, children, teachers and parents), all adding to a discussion about various circumstances, dilemmas and possibilities involved in doing research with our youngest. This book is an essential read for researchers and teachers alike who seek to 'listen' and 'see' very young children with fresh ears and eyes.
Beckett, David & John O'Toole, Educational Research: Creative Thinking and Doing, (Oxford) 2010
Educational Research: Creative Thinking and Doing is an engaging and accessible introduction to the broad field of educational research. It demonstrates how to use research to think about issues arising from classroom settings, organisations, or wider professional activities.
Using engaging anecdotes from the field, this textbook thoroughly covers the basic principles, imperatives and theoretical approaches, and offers practical strategies for tackling the necessary processes and procedures.
Besley, Tina (A.C.) & Peters, Michael A., Subjectivity and Truth: Foucault, Education, and the Culture of Self, (Peter Lang)
This book focuses on Foucault's later work and his (re)turn to 'the hermeneutics of the subject', exploring the implications of his thinking for education, pedagogy, and related disciplines. What and who is the subject of education and what are the forms of self-constitution? Chapters investigate Foucault's notion of 'the culture of self' in relation to questions concerning truth (parrhesia or free speech) and subjectivity, especially with reference to the literary genres of confession and biography, and the contemporary political forms of individualization (governmentality).
Burgh, Gilbert; Field, Terri & Freakley, Mark, Ethics and the Community of Inquiry: Education for deliberative democracy, (Cengage)
Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.
Ethics and the Community of Inquiry develops a practical philosophy of education that addresses professional values and conduct and pedagogical practice.
Dall'Alba, Gloria, Exploring education through phenomenology: Diverse approaches, (Wiley-Blackwell : Oxford)
Increasing interest in phenomenology as a philosophy and research movement among scholars in education, the humanities and social sciences makes this book both timely and relevant for educational debate. The book explores contributions of phenomenology to educational practice and research. It juxtaposes diverse approaches to phenomenological inquiry in addressing questions of significance for education today. It thereby demonstrates phenomenology is a contemporary movement that is both dynamic and varied. The book highlights ways in which phenomenology can inform a broad range of aspects of educational theorising and practice, including learning through the body, writing online, being an authentic teacher, ambiguities in becoming professionals, and school transition. Through exploring and interrogating diverse approaches and ideas from phenomenology, this book provides insights into key educational questions.
Dall'Alba, Gloria, Learning to be professionals, (Springer : Dordrecht)
Preparing professionals to meet the demands of changes in practice is a compelling issue for the development of society, professions and individual professionals. A key tenet of this book is that we currently prepare professionals for the world of work in ways that are generally limited in scope and inadequate for addressing contemporary professional practice. The book critically investigates professional education programmes and the assumptions upon which they are based, closely interweaving theory and empirical material on learning to be professionals. It argues for an ontological turn in which professional education attends not only to what students know and can do, but also who they are becoming as professionals.
Farquhar, Sandy, Ricoeur, Identity and Early Childhood, (Rowman and Littlefield)
Early childhood education in Western society has come under increasing scrutiny by governments that see early education as an important factor in economic growth and development. Thus, social traditions in the field are increasingly giving way to an intensified focus on marketization and regulation, but with a corresponding diminishing concern for ethics and social participation. Drawing on the work of contemporary French philosopher Paul Ricoeur, Sandy Farquhar analyzes the problematic way in which we become who we are and the discourse that surrounds that learning. The book explores the ethical basis of identity formation in early childhood education and seeks fresh alternatives to commonly accepted perspectives on social policy, education, and the nature of our 'selves.' Farquhar uses Aotearoa New Zealand bicultural curriculum and policy context as examples for developing the theme of curriculum as a contest of ideas and a powerful form of resistance. Promoting the importance of narrative in understanding identity formation, the book elaborates on contemporary themes of difference, ethics, and social justice, calling for a revitalized sense of liberalism and social democracy.
Freakley, Mark; Burgh, Gilbert, Mark Freakley & Tilt MacSporran, Lyne, Values Education in Schools: A resource book for student inquiry, (ACER Press : Camberwell, Victoria)
Values Education in Schools is an important new resource for teachers involved in values and ethics education. It provides a range of ‘practical philosophy’ resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.
Georgina Stewart, Good Science? The Growing Gap between Power and Education, (Sense Publishers)
This work uses narrative research, including accounts of personal experiences, to explore the margins of science and ethics. Boundaries between science and other cultural and disciplinary forms of knowledge are illuminated through studying the inter-relationships between identity, knowledge and power, using narratives both in and as a form of philosophical reflection on educational practice. The story centres on a contemporary real-world context of minority-language science education, showing how this fits into longstanding trans-disciplinary intercultural debates about the nature of science and of knowledge in general. The narrative form is used to bridge and interweave the multiple discourses influencing both the real-world context and the approach to its investigation. This analysis clarifies the linkages between paradigms of critical postcolonial research and post-positivist epistemology, and illustrates how social science, including educational research, may use science and technology to assist, rather than delimit, our understanding of complex human phenomena such as education, culture, language and science. Those interested in reading this book will include critical scholars, educators and practitioners of indigenous knowledge, critical sociolinguistics and science and multicultural education.