Kooperativer Bibliotheksverbund

UID:

Umfang: 1 Online-Ressource (1 v)

ISBN: 9781784712921

Anmerkung: The recommended readings are available in the print version, or may be available via the link to your library's holdings , Recommended readings (Machine generated): Acemoglu, D. (2003), 'Technology and inequality', NBER Reporter, Winter 2003, Cambridge, MA: National Bureau of Economic Research. -- Atkinson, A.B. (2008), The Changing Distribution of Earnings in OECD Countries, Oxford: Oxford University Press. -- Becker, G.S. (1964, 1975, 1993), Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, Chicago, IL: University of Chicago Press. -- College Board (2008), Coming to our Senses: Education and the American Future, New York: College Board. -- Commission of the European Communities (2005), Common Actions for Growth and Employment: The Community Lisbon Programme, COM (2005) 330 20.7. 2005, Brussels: Commission of the European Communities. -- Finer, S.E. (1997), The History of Government, Oxford: Oxford University Press. -- Gibbons, S. and Machin, S. (2003), 'Valuing English primary schools', Journal of Urban Economics, 53, 197-219. -- , Goldin, C. and Katz, L.F. (2008), The Race Between Education and Technology, Cambridge, MA: Harvard University Press. -- Goldthorpe, J. and Mills, C. (2008), 'Trends in intergenerational class mobility in modern Britain: evidence from national surveys, 1972-2005', National Institute Economic Review, 205 (1), July, 83-100. -- Green, A. (1990), Education and State Formation, London: Macmillan. -- Grubb, W.N. and Lazerson, M. (2004), The Education Gospel: The Economic Power of Schooling, Cambridge, MA: Harvard University Press. -- Keep, E., Mayhew, K. and Payne, J. (2006), 'From skills revolution to productivity miracle - not as easy as it sounds?', Oxford Review of Economic Policy, 22 (4), 539-59. -- Krueger, A. and Lindahl, M. (1999), 'Education for growth in Sweden and the World', Swedish Economic Policy Review, 6, 289-339. -- Leonhardt, D. (2009), 'The big fix', New York Times, 27 January. -- Marx, K. ([1847] 1955), The Poverty of Philosophy, London: Progress Publishers. -- , Maurin, E. and McNally, S. (2008), 'Vive la revolution! Long term returns of 1968 to the angry students', Journal of Labor Economics, 26 (1), 1-33. -- McIntosh, S. (2004), The Returns to Apprenticeship Training, CEP DP 622, London: CEP/LSE. -- McIntosh, S. (2007), A Cost-Benefit Analysis of Apprenticeships and Other Vocational Qualifications, RR 834, Sheffield: DES. -- Michaels, G., Natraj, A. and Van Reenan, J. (2010), Has ICT Polarised Skill Demand? Evidence from Eleven Countries over 25 Years, CEP DP 987, London: LSE. , Middleton, J. (1989), Vocational Education and Training: A Review of World Bank Investment, Washington, DC: World Bank. -- Mincer, Jacob (1958), 'Investment in Human Capital and Personal Income Distribution', Journal of Political Economy, 66 (4), 281-302. -- Mincer, J. (1974), Schooling, Experience and Earnings, New York: National Bureau of Education Research. -- North, D. (1990), Institutions, Institutional Change and Economic Performance, Cambridge: Cambridge University Press. -- OECD (1964), The Residual Factor and Economic Growth, Study Group in the Economics of Education, Paris: Organisation for Economic Co-operation and Development. -- Psacharopoulos, G. (1995), The Profitability of Investment in Education: Concepts and Methods, Washington, DC: World Bank. -- Scott, M.F. (1998), A New View of Economic Growth, Oxford: Oxford University Press. -- , Smith, A. (1776), An Inquiry into the Nature and Causes of the Wealth of Nations, available at http://www.econlib.org/library/Smith/smWN.html. -- Wolf, A. (2002), Does Education Matter? Myths About Education and Economic Growth, London: Penguin. -- Wolf, A., Jenkins, A. and Vignoles, A. (2006), 'Certifying the workforce: economic imperative or failed social policy?', Journal of Education Policy, 21 (5), 535-66. -- Zucker, L.G., Darby, M.R. and Brewer, M.B. (1998), 'Intellectual human capital and the birth of US biotechnology enterprises', American Economic Review, 88 (1), 290-306. -- Edward F. Denison (1964), 'Measuring the Contribution of Education (and the Residual) to Economic Growth', in Study Group in the Economics of Education, The Residual Factor and Economic Growth, Paris, France: Organisation for Economic Cooperation and Development, 13-55 -- , Mark Blaug (1972), 'Educated Unemployment in Asia: A Contrast Between India and the Philippines', Philippine Economic Journal, 11 (1), September, 33-57 -- Barry R. Chiswick (2003), 'Jacob Mincer, Experience and the Distribution of Earnings', Review of Economics of the Household, 1 (4), 343-61 -- Robert J. Barro and Jong-Wha Lee (1993), 'International Comparisons of Educational Attainment', Journal of Monetary Economics, 32 (3), 363-94 -- Robert J. Barro and Jong-Wha Lee (1994), 'Sources of Economic Growth', Carnegie-Rochester Conference Series on Public Policy, 40, 1-46 -- Jacob Mincer (1984), 'Human Capital and Economic Growth', Economics of Education Review, 3 (3), 195-205 -- Alan B. Krueger and Mikael Lindahl (2001), 'Education for Growth: Why and for Whom?', Journal of Economic Literature, XXXIX (4), December, 1101-36 -- Alison Wolf (2004), 'Education and Economic Performance: Simplistic Theories and their Policy Consequences', Oxford Review of Economic Policy, 20 (2), 315-33 , Lant Pritchett (2001), 'Where Has All the Education Gone?', World Bank Economic Review, 15 (3), 367-91 -- Anna Vignoles, Augustin De Coulon and Oscar Marcenaro-Gutierrez (2011), 'The Value of Basic Skills in the British Labour Market', Oxford Economic Papers, 63, 27-48 -- Colm Harmon and Ian Walker (1995), 'Estimates of the Economic Return to Schooling for the United Kingdom', American Economic Review, 85 (5), December, 1278-86 -- Richard Blundell, Lorraine Dearden and Barbara Sianesi (2005), 'Measuring the Returns to Education', in Stephen Machin and Anna Vignoles (eds), What's the Good of Education? The Economics of Education in the UK, Chapter 7, Princeton, NJ: Princeton University Press, 117-45, references -- Dan A. Black and Jeffrey A. Smith (2006), 'Estimating the Returns to College Quality with Multiple Proxies for Quality', Journal of Labor Economics, 24 (3), 701-28 -- , Stacy Berg Dale and Alan B. Krueger (2002), 'Estimating the Payoff to Attending a More Selective College: An Application of Selection on Observables and Unobservables', Quarterly Journal of Economics, 117 (4), November, 1491-527 -- Dirk Krueger and Krishna B. Kumar (2004), 'US-Europe Differences in Technology-driven Growth: Quantifying the Role of Education', Journal of Monetary Economics, 51 (1), January, 161-90 -- Ofer Malamud and Cristian Pop-Eleches (2010), 'General Education Versus Vocational Training: Evidence from an Economy in Transition', Review of Economics and Statistics, 92 (1), February, 43-60 -- Stephen Machin and John Van Reenen (1998), 'Technology and Changes in Skill Structure: Evidence from Seven OECD Countries', Quarterly Journal of Economics, 13 (4), November, 1215-44 -- Rachel Griffith, Stephen Redding and John Van Reenen (2004), 'Mapping the Two Faces of R&D: Productivity Growth in a Panel of OECD Industries', Review of Economics and Statistics, 86 (4), 883-95 -- , Claudia Goldin and Lawrence F. Katz (2007), 'Long-run Changes in the Wage Structure: Narrowing, Widening, Polarizing', Brookings Papers on Economic Activity, 2, 135-65 -- Daron Acemoglu (1999), 'Changes in Unemployment and Wage Inequality: An Alternative Theory and Some Evidence', American Economic Review, 89 (5), December, 1259-78 -- Saul Lach and Mark Schankerman (2008), 'Incentives and Invention in Universities', RAND Journal of Economics, 39 (2), Summer, 403-33 -- Ricardo Godoy, Dean S. Karlan, Shanti Rabindran and Tomás Huanca (2005), 'Do Modern Forms of Human Capital Matter in Primitive Economies? Comparative Evidence from Bolivia', Economics of Education Review, 24 (1), February, 45-53 -- Enrico Moretti (2004), 'Workers' Education, Spillovers, and Productivity: Evidence from Plant-level Production Functions', American Economic Review, 94 (3), June, 656-90 -- , Sharada Weir and John Knight (2004), 'Externality Effects of Education: Dynamics of the Adoption and Diffusion of an Innovation in Rural Ethiopia', Economic Development and Cultural Change, 53 (1), October, 93-113 , Throughout the developed and developing worlds, education spending is seen as a key tool for government policy makers in the quest for economic growth. Promoting 'human capital' development is a prime objective for economic and education ministries. The seminal articles discussed in this essential research review include early classics which explain why education became central to productivity debates and more recent papers which elucidate the enormous controversies in this important field

Sprache: Englisch

Fachgebiete: Pädagogik

Schlagwort(e): Electronic books

DOI: 10.4337/9781784712921

URL: Volltext  (URL des Erstveröffentlichers)

URL: Volltext

URL: Deutschlandweit zugänglich

URL: Deutschlandweit zugänglich

UID:

Umfang: 1 online resource (xxviii, 871 pages) : , illustrations, maps

ISBN: 9781003141464 , 1003141463 , 9781000882148 , 1000882144 , 9781000882193 , 1000882195

Inhalt: "This handbook offers a contemporary and comprehensive review of critical research theory and methodology. Showcasing the work of contemporary critical researchers who are harnessing and building on a variety of methodological tools, this volume extends beyond qualitative methodology to also include critical quantitative and mixed methods approaches to research. The critical scholars contributing to this volume are influenced by a diverse range of education disciplines, and represent multiple countries and methodological backgrounds, making the handbook an essential resource for anyone doing critical scholarship. The book moves from the theoretical to the specific, examining various paradigms for engaging in critical scholarship, various methodologies for doing critical research, and the political, ethical, and practical issues that arise when working as a critical scholar. In addition to mapping the field, contributions synthesize literature, offer concrete examples, and explore relevant contexts, histories, assumptions, and current practices, ultimately fostering generative thinking that contributes to future methodological and theoretical breakthroughs. New as well as seasoned critical scholars will find within these pages exciting new ideas, challenging questions, and insights that spur the continuous evolution and grow the influence of critical research methods and theories in the education and human disciplines"--

Anmerkung: Introduction / Michelle D. Young & Sarah Diem -- Critical education research : emerging perspectives on methods and methodologies / Linda Tillman -- The paradigm wars reconsidered : looking for a legacy / Robert Donmoyer -- Critical approaches to quantitative research : review, critique, and applications / Kamden K. Strunk -- Black in time : critical research practices for studying anti-Blackness in schools / Jeremy D. Horne, Terrance L. Green & Tabitha Reynolds Hoang -- Education and colonialism : three frameworks / Zeus Leonardo, Michael V. Singh & Ziza Delgado Noguera -- The white supremacist core ontological architecture of Western modernity / James Joseph Scheurich -- Queering critical educational research : methodological activism within a cultural location of the 'not yet' / Michael P. O'Malley -- Reflexivity 10.6 : the matter of reflexivity or what matter matters in postqualitative inquiry / Wanda S. Pillow -- The spatial logic of epistemic imaginaries : guided by Édouard Glissant / Elizabeth de Freitas -- Where are the black folx? : a queer critical race theory intersectional analysis / Cleveland Hayes -- Toward critical approaches to case study research / Sarah Diem, Madeline Good & Sarah W. Walters -- Critical ethnography in education research : more than a method / Teresa L. McCarty & Kyle HalleErby -- Critical auto (-/) ethnography in everyday and educational research for social justice / Bryant Keith Alexander -- Critical narrative inquiry : reaching toward understanding, moving to resistance, and acting in solidarity / Meagan Call-Cummings & Giovanni P. Dazzo -- A "good" university : community-based critical participatory action research, university-community relations, and affordable housing / Walter Heinecke, Sarah Beach, Hunter Holt, Alexis Johnson & Kristan L. McCullum , Using critical discourse analysis to challenge and change educational practice and policy / Lisa M. Dorner, Sujin Kim, Edwin N. Bonney & Isabel C. Montes -- Toward a critical history of education : the uses of the past and its possibilities for the present / Kristan L. McCullum & Derrick P. Alridge -- (Un)learning white supremacy ideologies to advance critical approaches to quantitative inquiry / Lolita A. Tabron & Amanda K. Thomas -- Applied quantitative inquiry through a critical disability studies lens / Gillian Parekh -- Critical quantitative intersectionality : maximizing integrity in expanding tools and applications / Anne-Marie Núñez, Matthew J. Mayhew, Musbah Shaheen & Eric McChesney -- Reimagining the critical quantitative research of big and large-scale data sets to advance racial equity : what is the point / Katherine S. Cho & Cecilia Rios-Aguilar -- Disrupting the binary : critical mixed-methods as academic resistance / Bryan J. Duarte -- Critical networks in critical times / Kara S. Finnigan & Huriya Jabbar -- Critical space analysis : integrating geographic information systems into critical educational research / Ee-Seul Yoon -- Multimodal inquiries inspired by post-philosophies : more-than-human relationalities that produce (critical) inquiry(ies) / Candace R. Kuby, Rebecca C. Christ, Lauren Hermann, Erin Price & Traci WilsonKleekamp -- Listening and learning through critical interviewing approaches in qualitative inquiry / Courtney M. Mauldin & Terah T. Venzant Chambers -- Oral history as critique : memories disrupting the dominant narrative / Curtis A. Brewer & Elisha A. Reynolds -- Critical and feminist cartographies of observation : procedural, personal, and political considerations in the documentation and analysis of life worlds / Melinda Lemke , Critical survey research / William Perez, Roberta Espinoza & Maria Melendrez -- Using qualitative data analysis software to help explore critical research questions : a tool, not a replacement / Carrie Sampson & Lok-Sze Wong -- Shifting policy meanings : argumentative discourse analysis and historical policy research / Sue Winton & Paulie McDermid -- The ethics and bureaucratization of data management / Karen Robson & Nicole Malette -- Advancing QuantCrit in critical race spatial research : exploring methodological possibilities by mapping Chicanx baccalaureate attainment / Verónica Nelly Vélez & Nichole Margarita Garcia -- Beyond representation : decoloniality content analysis as a methodology to de/reconstruct the sociology of expectations in curriculum / Kelly Deits Cutler & Daniel D. Liou -- Critical educational research and social movements / Lauren E.W. Stark -- "To whom are we accountable?" : exploring the tensions inherent within critical scholarship / Érica Fernández & Samantha Paredes Scribner -- Families and educators co-designing : critical education research as participatory public scholarship / Laura Hernandez, Paul Kuttner, Gerardo R. López, Jennifer Mayer-Glenn, Leticia Alvarez-Gutiérrez, Taeyeon Kim, Amadou Niang, Sonny Partola & Alma Yanagui -- Validity as democratic deliberation : the pragmatist imperative for critical inquiry / Davis Clement, Michelle D. Young & Angel Miles Nash -- Topographies of research as relational : exploring the politics and ethics of positionality & relationality in research processes / Vidya Shah -- Institutional review boards : processes and critiques / Leslie Ann Locke & Lisa Polakowski Schaumacher.

Weitere Ausg.: Print version: Handbook of critical education research New York, NY : Routledge, 2023 ISBN 9780367688615

Sprache: Englisch

Fachgebiete: Pädagogik

DOI: 10.4324/9781003141464

URL: https://www.taylorfrancis.com/books/9781003141464

URL: lizenzpflichtig

UID:

Umfang: 1 Online Ressource (vi, 288 Seiten) : , Illustrationen.

ISBN: 978-1-5017-7163-7 , 9781501771620

Serie: Publicly engaged scholars

Inhalt: "Documents the impact that COVID had on scholarship, community collaboration, and teaching in higher education, as well as the inequalities and exploitative working conditions that the pandemic revealed"--

Anmerkung: Introduction: What Does Engagement Mean for Scholars in Pandemic Times? -- Forming a Motherscholar Research Collaborative -- Research, Missed Meaning, and Making a Pandemic History -- Resisting Anti-Asian Racism in Public-Facing Work and Teaching -- Teaching German in the Settler Colonial University -- A Chicana Pedagogy for Digital Pen Pals -- Pandemic Community Engagement -- Promoting Equity and Inclusion through Critical Resilience Pedagogy -- Searching for Ōtium and Finding a Pedagogy of Escapism -- Performing Black Lives -- Community Engaged Migration Research -- Performing Connectedness across Public and Digital Spaces -- Negotiating and Rebuilding Civic Engagement through Loss -- Epilogue: Learning from Our Grief

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-1-5017-7160-6

Weitere Ausg.: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-1-5017-7161-3

Weitere Ausg.: Erscheint auch als Online-Ausgabe, EPUB ISBN 978-1-5017-7162-0

Sprache: Englisch

Fachgebiete: Pädagogik

Schlagwort(e): Electronic books ; History ; Aufsatzsammlung

DOI: 10.1515/9781501771637

URL: Volltext  (URL des Erstveröffentlichers)

URL: lizenzpflichtig

URL: lizenzpflichtig

URL: Cover

UID:

Umfang: 236 S. : graph. Darst.

Ausgabe: 5. [print.]

ISBN: 0-671-70983-6

Inhalt: "It is no secret that American education is in crisis. Our children lag behind students in other countries--and they are losing ground. In The Learning Gap, Harold W. Stevenson and James W. Stigler put this crisis in perspective by comparing teachers, parents, children, schools, and educational practices in the United States, Japan, Taiwan, and China." "Based on five major studies, funded by the National Institutes of Health and the National Science Foundation and featured on the front page of The New York Times, this is the first comprehensive account of what works in elementary education and what doesn't--and why. The authors analyze the role of standardized tests, tracking, special education, class size, money, classroom discipline, textbooks, and parental involvement and arrive at some startling conclusions that will drastically alter our understanding of the problems and possibilities of our schools. Television is not to blame for children's poor performance nor are underpaid or poorly trained teachers. And contrary to prevailing opinion, class size should be increased, and children should not begin academic preparation in preschool and kindergarten." "Most important, the authors show that parental involvement is critical to children's learning and that schools should reward individual effort rather than emphasize innate ability. Bringing a clarity of purpose to the debate on education that is missing from the schools themselves, The Learning Gap is a landmark study that will shape the educational agenda of the future."--BOOK JACKET.

Sprache: Englisch

Fachgebiete: Pädagogik

Schlagwort(e): Grundschulunterricht ; Bildungsreform ; Schule ; Qualitätssteigerung ; Internationaler Vergleich ; Bildungsreform

UID:

Umfang: 1 Online-Ressource (xviii, 275 Seiten)

ISBN: 9781350274914 , 9781350274907 , 9781350274891

Inhalt: "Written by leading scholars and activists from Canada, Germany, Malta, Norway, Turkey and the USA, this book offers international perspectives on critical pedagogy during the Covid-19 pandemic. It examines the social and political impact of the pandemic on education, and explores how the creation of digital communities has become indispensable in maintaining connectivity and building networks. Including contributions from Michael W. Apple, Antonia Darder, Henry A. Giroux, Peter Mayo, Peter McLaren, Wayne Ross and Ira Shor, this volume examines critical issues, controversies of education, and social and political problems that have been exacerbated by the pandemic. The chapters call for constructive critical consciousness and a commitment to social justice, addressing current issues, including Black Lives Matter, racism, poverty, social and gender inequality, women's rights and teachers' isolation during the pandemic. In part I, the authors address these issues through the lenses of neoliberalism, neo-conservatism, rightist ideology and capitalism. Parts II and III of the volume offer inclusive perspectives, personal accounts and regional outlooks on these issues, and assess their influence on society and education during the Covid-19 pandemic."--

Anmerkung: Includes bibliographical references and index , Introduction: Constructing Communities of Critical Pedagogy in the Times of the Covid-19 Pandemic / Fatma Mizikaci (Ankara University, Turkey) -- Part I: New Cultural and Social Agendas of Totalitarian Regimes and Their Influence on Education in the Time of the Covid-19 Pandemic. 1. An Interview with Henry Giroux: Cultural Studies and Pandemic Pedagogy / Henry A. Giroux (McMaster University, Canada) ; 2. Radical and Hopeful Discussions about Times of Brutal Conservatism: Paths of Fight and Transformation in the Light of Paulo Freire / Peter McLaren (Chapman University, USA) ; 3. Critical Analysis and Discussion of the Covid-19 Crisis / Michael W. Apple (University of Wisconsin, Madison, USA) ; 4. Higher Education in the Time of Corona / Peter Mayo (University of Malta, Malta) ; 5. Freire and a Revolutionary Praxis of the Body: Countering the One-Dimensionality of Banking Education / Antonia Darder (Loyola Marymount University, USA) ; 6. A Crisis within a Crisis: Teaching, Learning, and Democracy under Neoliberalism during the Pandemic / Wayne Ross (University of British Columbia, Canada) ; 7. Paulo Freire at 100, Still Inspiring: An Interview with Ira Shor / Ira Shor (College of Staten Island, City University of New York, USA) -- Part II: From Geographical Pedagogies to Universal Moments: United States, Mexico, Turkey, Germany, Norway in the Pandemic. 8. Race, Plague and Resistance / Guy Senese (Northern Arizona University, USA) ; 9. A Pedagogy of Questioning: Vocational Learning: The Art of Reflective Curiosity / Liv Mjelde (Oslo Metropolitan University, Norway) ; 10. Between Bildung and Erziehung: Mass Education during the Pandemic / Arnd-Michael Nohl (Helmut-Schmidt-Universitẗ and Universitẗ der Bundeswehr, Germany) ; 11. The Agenda of Critical Pedagogy during the Covid-19 Pandemic in Turkey / Fevziye Sayilan (Ankara University, Turkey) and Zeynep Alica (Ankara University, Turkey) -- Part III: Critical Reflections and Mobilization: Constructing Digital Communities. 12. Transformative Power of Digital Communities: A Critical Educator's Perspective / Eda Ata (Ankara University, Turkey) ; 13. Grounding Critical Educators' Lives on Solidarity, Community and Friendship / Yasemin Tezgiden Cakcak (Middle East Technical University, Turkey) and Zeynep Alica (Ankara University, Turkey) ; 14. Coming to Terms with the Covid-19 Pandemic: Perceptions of a Language Teacher / Murat Ata (Middle East Technical University, Northern Cyprus Campus, Turkey) ; 15. Rethinking Social Transformation from Informal Learning to Political Learning in the Covid-19 Pandemic / Ali Tansu Balci (Ankara University, Turkey) ; 16. Critical Pedagogy Confronts Technology: Responses to the Challenges of the New Education Reality during the Pandemic / Kemal Inal (Helmut Schmidt University, Germany) ; 17. Cultural Resistance of Critical Pedagogy in the Age of Authoritarian Populism / Gamze Gonca îzyurt (Ankara University, Turkey) ; 18. Rediscovering Teacher Voice in Higher Education in the Covid-19 Pandemic / Nurcan Saltoglu îzleyen (TOBB University of Economics and Technology, Turkey) -- References -- Index. , Barrierefreier Inhalt: Compliant with Level AA of the Web Content Accessibility Guidelines. Content is displayed as HTML full text which can easily be resized or read with assistive technology, with mark-up that allows screen readers and keyboard-only users to navigate easily

Weitere Ausg.: ISBN 9781350274884

Weitere Ausg.: Erscheint auch als Druck-Ausgabe Critical pedagogy and the Covid-19 pandemic London : Bloomsbury Academic, 2022 ISBN 9781350274884

Weitere Ausg.: ISBN 9781350274877

Sprache: Englisch

Fachgebiete: Pädagogik

Schlagwort(e): Kritische Pädagogik ; COVID-19 ; Pandemie ; Beeinflussung ; Bildungspolitik ; Soziale Ungleichheit

DOI: 10.5040/9781350274914

URL: lizenzpflichtig

URL: lizenzpflichtig

URL: lizenzpflichtig

UID:

Umfang: VI, 297 S. , graph. Darst. , 24 cm

ISBN: 0871543397 , 9780871543370 , 9780871543394

Anmerkung: Includes bibliographical references (p. 273-285) and index , The New York Times/AFT charter school controversy -- Informed democracy : an ideal and its skeptics -- How cool research gets in hot waters : privatization, school choice, and charter schools -- Research in the public eye : personalization, polarization, and politicization -- Research outside the spotlight : accumulation, convergence, contingency -- Follow the money : the role of funding in the politicization of education research -- How research reaches the public ear : old media and new -- Can the ideal of informed democracy be revived?

Sprache: Englisch

Fachgebiete: Pädagogik

Schlagwort(e): USA ; Schulpolitik ; Charter school

UID:

Umfang: XIV, 240 S , 23 cm

ISBN: 9781433100253 , 9780820488486

Serie: History of schools and schooling 49

Anmerkung: Includes bibliographical references and index , Prologue : African American educators and the NEA, 1857-1928 -- Teachers, activism, and professional organizations -- Hard times, new leadership -- Teacher welfare -- Promise and disappointment -- On the defensive -- The Brown decisions -- The integration resolutions -- NEA ATA merger -- State mergers

Sprache: Englisch

Fachgebiete: Pädagogik

Schlagwort(e): USA ; Lehrer ; Schwarze ; Diskriminierung ; Geschichte 1954-1961 ; National Education Association of the United States ; Lehrer ; Schwarze ; Bürgerrechtsbewegung ; Geschichte 1954-1961

URL: Inhaltsverzeichnis

URL: http://www.loc.gov/catdir/toc/ecip0720/2007024350.html

Mehr zum Autor: Karpinski, Carol F.

UID:

Umfang: 1 online resource (309 p.)

Ausgabe: 1st, New ed.

ISBN: 9781453916476

Serie: Critical Qualitative Research 16

Inhalt: Critically Researching Youth addresses the unique possibilities and contexts involved in deepening a discourse around youth. Authors address both social theoretical and methodological approaches as they delve into a contemporary discipline, which supports research with – not on – young adults. This volume is a refreshing change in the literature on qualitative youth, embodying the understanding of what it means to be a young woman or man. It dismisses any consideration to pathologize youth, instead addressing what society can understand and how we can act in order to support and promote them.

Anmerkung: Contents: Awad Ibrahim: Preface – Shirley R. Steinberg: Contextualizing Corporate Kids: Kinderculture as Cultural Pedagogy – Michael B. MacDonald: Cipher5 as Method: Aesthetic Education, Critical Youth Studies Research, and Emancipation – Patricia Krueger-Henney: Trapped Inside a Poisoned Maze; Mapping Young People’s Geographies of Disposability in Neoliberal Times of School Disinvestment – Carl E. James: Resisting Marginalization: Students’ Conversations About Life in University – Tony Kruger/Jo Williams/Marcelle Cacciattolo: The Standpoint Project: Practitioner Research and Action When Working With Young People From Low-Income Families – Haidee Smith Lefebvre/Awad Ibrahim: Kinship Narratives: Beat Nation, Indigenous Peoples (Hip Hop), and the Politics of Unmasking Our Ignorance – John M. Richardson: «Too Much Drama»: The Effect of Smartphones on Teenagers’ Live Theater Experience – Awad Ibrahim/Adriana Alfano: Macklemore: Strong Poetry, Hip Hop Courage, and the Ethics of the Appointment – Handel Kashope Wright/Maryam Nabavi: Immigrant Canadian New Youth: Expressing and Exploring Youth Identities in a Multicultural Context – Mary Frances Agnello: Hispanic Youth Leadership in Texas: Creating a Mexican American College-Going Culture in West Texas – Elizabeth Quintero: Conocimiento: Mixtec Youths sin fronteras – George J. Sefa Dei: The Schooling of African Youth in Ontario Schools: What Have Indigenous African Proverbs Got to Do With It? – Mark Vicars/Tarquam McKenna: Making Sense of Non/Sense: Queer Youth and Educational Leadership – Audrey Hudson/Emmanuel Tabi: Where We @? Blackness, Indigeneity, and Hip Hop’s Expression of Creative Resistance – Paul R. Carr/Gina Thésée: Interracial Conscientization Through Epistemological Re-Construction: Developing Autobiographical Accounts of the Meaning of Being Black and White Together.

Weitere Ausg.: ISBN 9781433127106

Sprache: Englisch

Fachgebiete: Pädagogik , Ethnologie , Soziologie

DOI: 10.3726/978-1-4539-1647-6

URL: https://www.peterlang.com/view/product/30998?format=EPDF

URL: https://www.peterlang.com/search?searchstring=9781453916476

UID:

Umfang: viii, 173 p , 23 cm

ISBN: 0820451746

Serie: Counterpoints v. 171

Anmerkung: Includes bibliographical references (p. [161]-166) and index , Introduction -- A biographical view of the woman and her times -- The impact of Macaulay's view of human nature on her educational philosophy-- Chapone, Genlis, and Macaulay : on human nature and the purposes of education -- Letters on education : the substance and the spirit -- Retrospective, assessment, and links to today

Sprache: Englisch

Fachgebiete: Pädagogik , Soziologie

Schlagwort(e): Macaulay, Catharine 1731-1791 ; Erziehungsphilosophie ; Macaulay, Catharine 1731-1791 ; Geschlechtsunterschied ; Erziehung

URL: http://www.loc.gov/catdir/toc/ecip0412/2003027814.html

URL: http://edrev.asu.edu/reviews/rev379.htm

UID:

Umfang: 1 online resource (271 p.)

Ausgabe: 1st, New ed.

ISBN: 9781453918357

Serie: Education and Struggle 7

Inhalt: Critical pedagogy, political economics, and aesthetic theory combine with dialectical and materialist understandings of science, society, and revolutionary politics to develop the most radical goals of society and education. In Philosophy and Critical Pedagogy: Insurrection and Commonwealth, Marcuse’s hitherto misunderstood and neglected philosophy of labor is reconsidered, resulting in a labor theory of ethics. This develops commonwealth criteria of judgment regarding the real and enduring economic and political possibilities that concretely encompass all of our engagement and action. Marcuse’s newly discovered 1974 Paris Lectures are examined and the theories of Georg Lukács and Ernest Manheim contextualize the analysis to permit a critical assessment of the nature of dialectical methodology today. Revolutionary strategy and a common-ground political program against intensifying inequalities of class, race, and gender comprise the book’s commonwealth counter-offensive.

Inhalt: «We live in a time of great unrest. The effects of racism, economic exploitation, and other forms of social oppression are beginning to be contested in many pockets of our society. In these times, Charles Reitz’s new book is a must-read for those who are seeking a new theoretical framework for addressing recent structures and mechanisms of alienation and exploitation. This book provides us with a history of dialectics as well as insights into how dialectical thinking can help us grasp and transform our society. The conversation created between Marx, Marcuse, and Manheim is very informative. One of the greatest contributions by Reitz is his rethinking of the idea of commonwealth. Those of us who are interested in further developing our democratic experiment will gain much from this book.» (Arnold L. Farr, Professor of Philosophy, University of Kentucky) «Reitz’s groundbreaking essays, engaging the work of Marx, Marcuse, and Manheim, demonstrate how we might reformulate our relationship with labor, a central component of a liberated society. Reitz provides hope that we can develop, through critical education, an emancipatory consciousness and the radical praxis from which a liberated society may emerge.» (Sarah Surak, Assistant Professor, Departments of Political Science and Environmental Studies, Salisbury University, Maryland) «This volume persuasively restores philosophy to its rightful and necessary place in education. From investigations of historical experience, through critiques of conservative figures, Reitz arrives at new ways critical theory can revive our entire culture. And this is achieved with such clarity and resolve that the reader comes away understanding socialist humanism could save us after all.» (Fred Whitehead, co-editor, Freethought on the American Frontier)

Inhalt: «We live in a time of great unrest. The effects of racism, economic exploitation, and other forms of social oppression are beginning to be contested in many pockets of our society. In these times, Charles Reitz’s new book is a must-read for those who are seeking a new theoretical framework for addressing recent structures and mechanisms of alienation and exploitation. This book provides us with a history of dialectics as well as insights into how dialectical thinking can help us grasp and transform our society. The conversation created between Marx, Marcuse, and Manheim is very informative. One of the greatest contributions by Reitz is his rethinking of the idea of commonwealth. Those of us who are interested in further developing our democratic experiment will gain much from this book.» (Arnold L. Farr, Professor of Philosophy, University of Kentucky) «Reitz’s groundbreaking essays, engaging the work of Marx, Marcuse, and Manheim, demonstrate how we might reformulate our relationship with labor, a central component of a liberated society. Reitz provides hope that we can develop, through critical education, an emancipatory consciousness and the radical praxis from which a liberated society may emerge. » (Sarah Surak, Assistant Professor, Departments of Political Science and Environmental Studies, Salisbury University, Maryland) «This volume persuasively restores philosophy to its rightful and necessary place in education. From investigations of historical experience, through critiques of conservative figures, Reitz arrives at new ways critical theory can revive our entire culture. And this is achieved with such clarity and resolve that the reader comes away understanding socialist humanism could save us after all.» (Fred Whitehead, co-editor, Freethought on the American Frontier)

Anmerkung: Contents: Education and Struggle – Materialism and Dialectics: Nature, History, and Knowing – The Dialectic of the Concrete Concept: Ernest Manheim – Liberating «the Critical» in Critical Theory – The «Linguistic Turn» and Anti-Foundationalism – Herbert Marcuse and the New Culture Wars: Campus Codes, Hate Speech, and the Critique of Pure Tolerance – Education Against Alienation – The Labor Theory of Ethics and Commonwealth – Global Capitalism and Radical Opposition: Herbert Marcuse’s Paris Lectures at Vincennes University, 1974 – Critical Education and Political Economy: Labor, Leadership and Learning – Decommodification and Liberation: Commonwealth as Aesthetic Form of an Alienation-Free Society – The Commonwealth Counter-Offensive – Engaging a Radical Past: Socialist Germans in N.Y.C., 1853 – Engaging a Radical Past: Anti-Racism in Kansas Free State Struggle, 1854.

Weitere Ausg.: ISBN 9781433133626

Weitere Ausg.: ISBN 9781433133633

Sprache: Englisch

Fachgebiete: Pädagogik

DOI: 10.3726/978-1-4539-1835-7

URL: https://www.peterlang.com/view/product/31868?format=EPDF

URL: https://www.peterlang.com/search?searchstring=9781453918357