Format:
1 Online-Ressource (288 pages)
Edition:
Also published in print
ISBN:
9781350094277
,
9781350094284
,
9781350094260
Series Statement:
Bloomsbury critical education
Content:
"Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the "geopolitics of knowledge". Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education"--
Note:
Includes bibliographical references and index
,
Intro -- Titlr Page -- Copyright Page -- Contents -- List of Illustrations -- Acknowledgments -- Chapter 1: Introduction: Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents -- Part One: Geopolitics of Knowledge -- Chapter 2: The Geopolitics of Knowledge and "the Abyssal Line": Mapping Teacher Education Syllabi in Canada -- Chapter 3: Comparing Course Syllabi from A to Z: Examining the Contexts, Contents, and Concerns for Social Foundations of Education in Australia and Zambia
,
Chapter 4: Islamization and Indigenization of Faculties of Education in the Islamic Republic of Iran -- Part Two: Building "the House of Life" -- Chapter 5: Embodying Raven's Knowledge in Indigenous Teacher Education -- Chapter 6: Leçons de Ténèbres: Colonialism and Political Struggles over Teacher Education among Palestinians -- Chapter 7: Decolonizing the Concept of Pedagogy of Discomfort in Classrooms, Curriculum, and Syllabi -- Chapter 8: Centering Indigenous and Decolonizing Pedagogy: The Complexities, Tension, and Possibilities of Doing Spirit Work in Teacher Education
,
Part Three: Intersectionalities in Context -- Chapter 9: Accreditation and the Standardization of Syllabi: Critical Reflections from the College of Education at Qatar University -- Chapter 10: Student Diversity and Discrimination in Indian Higher Education: Curricula Transformation for Civic Learning -- Chapter 11: Thinking through a Course on Educational Technology and Ableism: Implications for Syllabus Design -- Part Four: Challenging Relations -- Chapter 12: An Existential Dimension of the Syllabus in the Life of a Teacher
,
Chapter 13: The Tension of "Othering" in Writing Course Syllabi in Saudi Arabia -- Chapter 14: Mending the (Cartesian) Split: Reflections on Offering a Pedagogy of Wellness to Teacher Candidates -- Chapter 15: Instructional Design and Pedagogy: Reconceptualizing Practices -- Chapter 16: Toward Provisional Conclusions: Intersections, Crossings, and Praxis: Syllabi and the Politics of Educational Articulation -- Notes on Contributors -- Index
,
Also published in print
Additional Edition:
ISBN 9781350094253
Additional Edition:
ISBN 1350094285
Additional Edition:
ISBN 1350094269
Additional Edition:
Erscheint auch als Druck-Ausgabe Course syllabi in faculties of education London : Bloomsbury Academic, 2020 ISBN 9781350094253
Language:
English
DOI:
10.5040/9781350094277
URL:
Deutschlandweit zugänglich
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