PESA Members’ Books

PESA does not sell or take commission from any of the books listed on this website.

Georgina Stewart, Good Science? The Growing Gap between Power and Education, (Sense Publishers) 2010

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.

Edited by Grierson, E. & Forrest, D., The Doctoral Journey in Art Education: Reflections on Doctoral Studies by Australian and New Zealand, (Australian Scholarly Publishing : Melbourne) 2010

This book presents accounts and reflections by a range of art educators on the experience of undertaking doctoral studies in art education. The individual considerations are significant in that they assist current and potential candidates to appreciate what they are going through – although seemingly unique – has been experienced by others.

Grierson, E.M. & Brearley, L, Creative Arts Research: Narratives of Methodologies and Practices, (Sense Publishers : Rotterdam) 2009

Creative Arts Research: Narratives of Methodologies and Practices is an innovative set of essays that grows out of active engagement with arts practice, pedagogy and research. The collection presents a selection of arts-based research projects, their methodologies, practices and guiding philosophies, and throws new light on a range of issues that bring artists, designers, and performers into conversation with one another. The collection weaves together theoretical and applied dimensions of creative arts research. Following Martin Heidegger, the lead authors, Elizabeth Grierson and Laura Brearley situate the text through consideration of ways of framing, knowing and being, looking and listening, analysing, being-with, proposing, acting and reflecting, constructing, performing, deconstructing, and learning. Heidegger’s notion of “gathering” and his proposition, “Questioning builds a way ... the way is one of thinking” provides the means to link the different chapters. This wide-ranging metaphoric device allows the authors to emphasise a set of fundamental questions concerning epistemologies, ways of knowing, and ontologies, ways of being, and the relations between the two. Their book opens a conceptual space to recognise the diversity of practices that count as creative arts research.

Marginson, S., Murphy, P. & Peters, M., Imagination: Three Models of Imagination in the Age of the Knowledge Economy, (Peter Lang) 2010

Advancement in the arts and sciences is a primary driver of economic production and social policy in post-industrial societies. Imagination steps back and asks 'what advances the arts and sciences?' This book explores the collective, social and global dimension of human imagining-and the ambivalent relationship of social institutions, including universities, schools, economies, media and culture industries, to the collective imagination. Basic discovery requires high levels of creative thinking: Imagination looks at the social conditions that make path-breaking thought possible on a large scale. It examines the role of aesthetic, pictorial, digital, paradoxical and other imaginative styles of thinking, and the times and places in which such styles become socially prominent and a significant force in economic and cultural production. It looks at successful societies as they are approaching their peak, when new ideas are driving them forward.

Roberts, P., Paulo Freire in the 21st Century: Education, Dialogue, and Transformation, (Paradigm) 2010

The book explores the implications of Freirean theory for educational practice and shows how Freire can be helpful in bridging different genres and traditions. It addresses a number of themes, questions, and issues that have received relatively little attention to date, including Freire’s conception of the critical intellectual, Freire and the problem of defining literacy, and the possibility of a Freirean response to debates over political correctness. Roberts also puts Freire’s ideas into conversation with writers seldom considered by other Freirean scholars: Israel Scheffler, Fyodor Dostoevsky, and Hermann Hesse, among others. This book makes a distinctive contribution to the international literature on Freire’s work.

Thrupp, Martin & Irwin, Ruth, Another Decade of New Zealand Education Policy: Where to Now?, (Wilf Malcolm Institute of Educational Research) 2010

This collection provides a review of New Zealand education policy under the Labour-led government of 1999-2008 and the emerging policies of the National government elected in November 2008. Nineteen contributors discuss education policy from early childhood through to tertiary and community education. Themes and concerns covered include teaching, learning, diversity, governance, choice, sustainability, privatisation, educational research and New Zealand’s relationship with the Pacific. Another decade of New Zealand education policy: Where to now? argues that Labour did not so much undo the neo-liberal project in New Zealand education as take some of the rough edges off it: producing neo-liberalism tempered with a social conscience. Contributors provide many insights into the nature and impact of recent education policy and likely directions in the future.

Subcategories

PESA does not sell or take commission from any of the books listed on this website.

PESA does not sell or take commission from any of the books listed on this website.

PESA does not sell or take commission from any of the books listed on this website.

PESA does not sell or take commission from any of the books listed on this website.

PESA does not sell or take commission from any of the books listed on this website.

PESA does not sell or take commission from any of the books listed on this website.

PESA does not sell or take commission from any of the books listed on this website.

PESA does not sell or take commission from any of the books listed on this website.

PESA does not sell or take commission from any of the books listed on this website.

Don't have an account yet? Register Now!

Sign in to your account