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  • 1
    Online Resource
    Online Resource
    Youth participatory arts, learning and social transformation : engaging people, place and context with Big hART (2021)
    Leiden : Brill, Sense
    Details
    UID:
    gbv_1777112486
    Format: 1 Online-Ressource (XIII, 126 Seiten)
    ISBN: 9789004461574
    Series Statement: Educational Research E-Books Online, Collection 2020, ISBN: 9789004407381
    Content: Copyright page /Authors: Peter Wright and Barry Down -- Foreword /Author: François Matarasso -- Acknowledgements /Authors: Peter Wright and Barry Down -- About the Authors /Authors: Peter Wright and Barry Down -- Chapter 1 Introduction /Authors: Peter Wright and Barry Down -- Chapter 2 Big h ART: Origins, Foundations and Making a Difference /Author: Scott Rankin -- Chapter 3 Relationships, Place and Wellbeing /Authors: Peter Wright and Barry Down -- Chapter 4 Agency, Self-Efficacy, and Social Transformation /Authors: Peter Wright and Barry Down -- Chapter 5 Affective, Expressive and Meaningful Lives /Authors: Peter Wright and Barry Down -- Chapter 6 Work, Security and Citizenship /Authors: Peter Wright and Barry Down -- Chapter 7 Capabilities and Informal Learning Spaces /Authors: Peter Wright and Barry Down -- Chapter 8 Culture, Identity and 'Becoming Somebody' /Authors: Peter Wright and Barry Down -- Chapter 9 Culture, Arts, Justice and Activism /Authors: Peter Wright and Barry Down -- References /Authors: Peter Wright and Barry Down -- Index /Authors: Peter Wright and Barry Down.
    Content: This book provides a unique insiders account of the work of Big hART, one of Australia's leading participatory arts organisations. Founded on the values of social justice, creativity and transformation Big hART seeks to mobilise a range of community resources including young people, elders, artists, and community activists to produce high quality public performances of merit and social worth. Located in diverse geographic, social and cultural settings across Australia's vast landscape, these creative works generate intergenerational understandings of the cultural processes of individual and collective transformation strengthening capabilities, identity, and connected belonging. This book documents a series of powerful stories that illuminate the ideological, artistic and cultural pathways and learnings gifted by the generosity of participants themselves
    Note: Includes bibliographical references and index
    Additional Edition: ISBN 9789004461567
    Additional Edition: Erscheint auch als Druck-Ausgabe Wright, Peter R. Youth participatory arts, learning and social transformation Leiden : Brill, Sense, 2021 ISBN 9789004461550
    Additional Edition: ISBN 9789004461567
    Language: English
    Keywords: Big hART ; Australien ; Kulturarbeit ; Jugendarbeit ; Kunst ; Partizipation
    DOI: 10.1163/9789004461574
    URL: DOI
    URL: Inhaltsverzeichnis
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  • 2
    Book
    Book
    Doing critical educational research : a conversation with the research of John Smyth (2014)
    New York : Lang
    Details
    UID:
    gbv_785602372
    Format: xiv, 193 S , 23 cm
    ISBN: 9781433123177 , 9781433123184
    Series Statement: Teaching contemporary scholars vol. 7
    Note: Includes bibliographical references (pages [157]-178) and index
    Additional Edition: Erscheint auch als Online-Ausgabe Smyth, John, 1944 - Doing Critical Educational Research New York : Peter Lang Inc., International Academic Publishers, 2014 ISBN 9781453913246
    Language: English
    Subjects: Education
    RVK:
    DF 2000
    Keywords: Emanzipatorische Erziehung ; Pädagogik ; Kritik
    Author information: McInerney, Peter 1944-
    Author information: Smyth, John 1944-
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  • 3
    Online Resource
    Online Resource
    Doing Critical Educational Research : A Conversation with the Research of John Smyth (2014)
    New York : Peter Lang Inc., International Academic Publishers
    Details
    UID:
    almahu_9948664621402882
    Format: 1 online resource (207 p.)
    Edition: 1st, New ed.
    ISBN: 9781453913246
    Series Statement: Teaching Contemporary Scholars 7
    Content: John Smyth’s remarkable body of writing, research and scholarship has spanned four decades, and the urgency of our times makes it imperative to look in some depth at the breadth of his research and its trajectory, in order to see how we can connect, extend, build and enrich our understandings from it. Possibly the single most unique aspect to Smyth’s version of critical research is his passion for living and ‘doing’ what it means to be a critical pedagogue. For him, ‘doing’ is a verb that gives expression to what he believes it means to be a critical scholar. This necessitates actively listening to lives; taking on an advocacy position with informant groups; displaying a commitment to praxis; and being activist in celebrating ‘local responses’ to global issues. Smyth’s research is pursued with vigour through the lives he researches, as he interrupts and punctures ‘bad’ theory, supplanting it with more democratic alternatives, which, by his own admission, makes his research (and all research), political.
    Content: «In these dark times we need educational researchers to switch the light on. John Smyth and colleagues Barry Down, Peter McInerney and Rob Hattam have done that by invoking a challenging conversation. They share the doing of research, and this requires exchange, puzzles, and importantly a socially critical analysis of research as a practice. Importantly they have not only illuminated the vitality and practicality of doing democratic research, but they have done it for and with teachers, students and communities. If policymakers supported and acted on the practical intellectual work in the ideas, projects and methodologies outlined here then we might not only have an education system that enables children to succeed but also to experience humane teaching and learning. The contemporary historical focus on Smyth's contribution shows that research for and about equity is enduring, and while there are people who would like to pull the switch, the intellect and commitment shines.» (Professor Helen Gunter, The University of Manchester) «While it is easy to find writing about critical research epistemology and methodology, it is harder to find good examples of critical studies. John Smyth is one of the exceptions. In this book, he and his colleagues eloquently share the accumulated wisdom of a career dedicated to doing critical research.» (Professor Gary L. Anderson, New York University) «What a treasure trove of insights into critical democratic research are offered to readers within this rich and lively text. Through the authors’ thoughtful reflection and dialogue based on actual educational research projects, they refuse to shy away from difficult – necessarily political – and sometimes messy social justice issues. I believe that engaging deeply with the important ideas and work of John Smyth in this volume will provide educational researchers with a renewed sense of urgency and relevance to their own critical projects.» (Professor Darren E. Lund, University of Calgary)
    Note: Contents: Opening up his ‘Intellectual Craftsmanship’ – Teachers’ Work – Students’ Lives – Community Engagement – Educational Policy and Leadership – Synthesis of Future Directions for Action.
    Additional Edition: ISBN 9781433123177
    Additional Edition: ISBN 9781433123184
    Language: English
    Subjects: Education
    RVK:
    DF 2000
    DOI: 10.3726/978-1-4539-1324-6
    URL: https://www.peterlang.com/view/product/30437?format=EPDF
    URL: https://www.peterlang.com/search?searchstring=9781453913246
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    Stabi Berlin
    HU Berlin
  • 4
    Online Resource
    Online Resource
    Youth participatory arts, learning and social transformation : engaging people, place and context with Big hART (2021)
    Leiden, The Netherlands ; : Brill Sense,
    Details
    UID:
    almahu_9949517805602882
    Format: 1 online resource (138 pages)
    ISBN: 9789004461574
    Additional Edition: Print version: Wright, Peter R. (College teacher) Youth participatory arts, learning and social transformation : engaging people, place and context with Big hART. Leiden, The Netherlands ; Boston : Brill Sense, c2021 ISBN 9789004461567
    Language: English
    Keywords: Electronic books.
    URL: Click to View
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    HU Berlin
    FU Berlin
  • 5
    Online Resource
    Online Resource
    The SAGE handbook of critical pedagogies.; 3 / (2020)
    London :SAGE Publications Ltd,
    Details
    UID:
    almahu_9949593378702882
    Format: 1 online resource (1602 pages) : , illustrations
    ISBN: 9781526486455 (ebook) :
    Content: This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.
    Additional Edition: Print version : ISBN 9781526411488
    Language: English
    URL: SAGE Knowledge
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    HU Berlin
  • 6
    Online Resource
    Online Resource
    Early Career Teachers : Stories of Resilience (2015)
    Singapore :Springer Nature Singapore :
    Details
    UID:
    edoccha_9958129553402883
    Format: 1 online resource (142 p.)
    Edition: 1st ed. 2015.
    ISBN: 981-287-173-X
    Series Statement: SpringerBriefs in Education,
    Content: This book addresses one of the most persistent issues confronting governments, educations systems and schools today: the attraction, preparation, and retention of early career teachers. It draws on the stories of sixty graduate teachers from Australia to identify the key barriers, interferences and obstacles to teacher resilience and what might be done about it. Based on these stories, five interrelated themes - policies and practices, school culture, teacher identity, teachers’ work, and relationships – provide a framework for dialogue around what kinds of conditions need to be created and sustained in order to promote early career teacher resilience. The book provides a set of resources – stories, discussion, comments, reflective questions and insights from the literature – to promote conversations among stakeholders rather than providing yet another ‘how to do’ list for improving the daily lives of early career teachers. Teaching is a complex, fragile and uncertain profession. It operates in an environment of unprecedented educational reforms designed to control, manage and manipulate pedagogical judgements. Teacher resilience must take account of both the context and circumstances of individual schools (especially those in economically disadvantaged communities) and the diversity of backgrounds and talents of early career teachers themselves. The book acknowledges that the substantial level of change required– cultural, structural, pedagogical and relational – to improve early career teacher resilience demands a great deal of cooperation and support from governments, education systems, schools, universities and communities: teachers cannot do it alone. This book is written to generate conversations amongst early career teachers, teacher colleagues, school leaders, education administrators, academics and community leaders about the kinds of pedagogical and relational conditions required to promote early career teacher resilience and wellbeing.
    Note: Description based upon print version of record. , 1: Introduction -- 2: Policies and practices -- 3: Teachers’ work -- 4: School culture -- 5: Relationships -- 6: Teacher identity -- 7: Conclusions. , English
    Additional Edition: ISBN 981-287-172-1
    Language: English
    DOI: 10.1007/978-981-287-173-2
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  • 7
    Online Resource
    Online Resource
    Rethinking School-to-Work Transitions in Australia : Young People Have Something to Say (2018)
    Cham, Switzerland :Springer International Publishing,
    Details
    UID:
    edocfu_BV044740915
    Format: 1 Online-Ressource (XV, 174 Seiten).
    ISBN: 978-3-319-72269-6
    Series Statement: Critical Studies of Education 6
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-72268-9
    Language: English
    DOI: 10.1007/978-3-319-72269-6
    URL: Volltext  (URL des Erstveröffentlichers)
    Author information: Smyth, John 1944-
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  • 8
    Online Resource
    Online Resource
    Rethinking School-to-Work Transitions in Australia : Young People Have Something to Say (2018)
    Cham :Springer International Publishing :
    Details
    UID:
    almahu_9947420099802882
    Format: XV, 174 p. 3 illus. , online resource.
    ISBN: 9783319722696
    Series Statement: Critical Studies of Education ; 6
    Content: This book draws on the stories of thirty-two young Australians to identify the barriers and obstacles they face in ?getting a job? in precarious times and from their vantage point. It maps the kinds of educational policies and practices that need to be created and more widely sustained to assist their career aspirations and life chances. It is timely in terms of contributing to an alternative set of possibilities based on a commitment to the principles and values of social justice, respect, trust, care, democracy and citizenship. In constructing an alternative vision and practice for education and training it advocates the right of all young people to have a say in these broader public debates.  In pursuing this agenda, it deliberately sets out to listen to what young people themselves have to say with a view to interrupting the way things are. In other words, the book seeks to identify and explain the dreams, desires and aspirations of young people with a view to creating a new imaginary and socially just future. Rethinking school-to-work transitions: young people have something to say is a wonderful book! It asks those kinds of difficult questions that are necessary for addressing the troubling school-work transitions many young people from marginalised backgrounds face. In particular consideration is given to whether schools continue to be ?savage sorting machines? or whether they can be rethought in ways that support young people from such backgrounds in socially just ways. To engage in such a rethinking Barry Down, John Smyth and Janean Robinson do what might seem obvious ? but is rarely done, and rarely done so well ? they consult with young people. The young people in this book provide significant evidence of the ways in which many young people are being failed by society ? through unfriendly schooling experiences and a precarious employment market. However, at the same time the book captures the hope that many of those interviewed maintain for their futures. These stories are accompanied by insightful theorising which moves beyond critique (as important as that is) to advocating for hopeful possibilities via realistic utopian thinking. In so doing there is a rejection of deficit thinking about young people and their backgrounds, a sophisticated analysis of class, and a reconceptualisation of schooling. This book is important for those who care about social justice, young people, their futures, and education. In the book, seventeen-year-old Janine indicates that she wants to make the world a better place, through the way in which the authors of this book have brought together her and other young people?s stories she has already contributed to this ambition. Professor Martin Mills Head of School, University of Queensland, Australia Barry Down, John Smyth and Janean Robinson have set out to understand and advance our thinking related to school-to-work transitions, using a critical theoretical and critical ethnographic framework. In an original design and approach, they analyze the lived experiences of young people who are directly involved, and, importantly, have been directly impacted by the nefarious politico-economic conditions that we now face. This book makes an important contribution to the field, and provides insight and proposals for policymakers, educators and students that should be of great interest to all those concerned with democracy and social justice. Paul R. Carr Professor & Chair-holder UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT) Universit ̌du Qub̌ec en Outaouais (UQO), Gatineau, Qub̌ec, Canada.
    Note: 1 Introduction -- 2 Doing Critical Ethnography -- 3 Growing up in Neoliberal Times -- 4 Rethinking Class and Deficit Thinking -- 5 Transitioning to Adulthood -- 6 Reinvigorating Pedagogy -- 7 Giving all Students a Fair Go -- 8 Understanding Young Lives -- 9 Conclusion -- References -- About the Authors -- Subject Index.
    In: Springer eBooks
    Additional Edition: Printed edition: ISBN 9783319722689
    Language: English
    DOI: 10.1007/978-3-319-72269-6
    URL: http://dx.doi.org/10.1007/978-3-319-72269-6
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  • 9
    Online Resource
    Online Resource
    Rethinking School-to-Work Transitions in Australia : Young People Have Something to Say (2018)
    Cham, Switzerland :Springer International Publishing,
    Details
    UID:
    edoccha_BV044740915
    Format: 1 Online-Ressource (XV, 174 Seiten).
    ISBN: 978-3-319-72269-6
    Series Statement: Critical Studies of Education 6
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-319-72268-9
    Language: English
    DOI: 10.1007/978-3-319-72269-6
    URL: Volltext  (URL des Erstveröffentlichers)
    Author information: Smyth, John 1944-
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  • 10
    Book
    Book
    Critical voices in teacher education : teaching for social justice in conservative times (2012)
    Dordrecht [u.a.] : Springer
    Details
    UID:
    gbv_689570023
    Format: XII, 306 S.
    ISBN: 9400739737 , 9789400739734
    Series Statement: Explorations of educational purpose 22
    Language: English
    Subjects: Education
    RVK:
    DN 7000
    Keywords: Lehrerbildung ; Kritik ; Aufsatzsammlung ; Lernziel ; Soziale Gerechtigkeit ; Neoliberalismus ; Aufsatzsammlung
    URL: Inhaltsverzeichnis
    URL: Verlagsangaben
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