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Transformative Learning Meets Bildung
This edited volume sets the groundwork for a dialogue between transformative learning and continental theories of Bildung in adulthood. Both theoretical frameworks bring meaning to the complex learning process of individuals as they develop a more critical worldview. In this volume, a variety of authors from different countries and theoretical backgrounds offer new understandings about Bildung and transformative learning through discussion of theoretical analyses, educational practices, and empirical research. As a result, readers gain greater insight into these theories and related implications for teaching for change. From the various chapters an exciting relationship between both theories begins to emerge and provides impetus for greater discussion and further research about two important theories of change in the field of adult education. /div
Justice, Education and the Politics of Childhood
This volume contributes to the ongoing interdisciplinary controversies about the moral, legal and political status of children and childhood. It comprises essays by scholars from different disciplinary backgrounds on diverse theoretical problems and public policy controversies that bear upon different facets of the life of children in contemporary liberal democracies. The book is divided into three major parts that are each organized around a common general theme. The first part (“Children and Childhood: Autonomy, Well-Being and Paternalism”) focusses on key concepts of an ethics of childhood. Part two (“Justice for Children”) contains chapters that are concerned with the topics of justice for children and justice during childhood. The third part (“The Politics of Childhood”) deals with issues that concern the importance of `childhood ́ as a historically contingent political category and its relevance for the justification and practical design of political processes and institutions that affect children and families.
Teaching Artistic Strategies
Artistic strategies have a great transformative potential to improving research, teaching, and artistic expression. The contributors to this volume show how to unleash this potential by presenting a variety of epistemological experiments at the intersection of artistic research, pedagogy, and innovative practices in art and design education. The diversity of contributions demonstrates the non-exhaustive space for experimental phenomenological adventures. This collection strengthens new communities of educators and researchers in arts and design, whose practices are built on the concept of care as empathetic knowledge production.
Work and the Challenges of Belonging
This book engages with migrant work in globalizing economies, both in the EU and worldwide, to explore the relationships between work and the complexity of migrant belonging in transnational spaces. Migrant experiences related to global labour market structures are understood in the context of transnational and national policy frames that largely determine the production of migrant work as poorly paid, precarious, and accompanied by low status and inadequate social protection. Special foci include issues of temporality, circularity and precarity; solidarity and belonging; migrants’ strategies for coping with restrictive migration and economic policies; and practices and patterns relating to the commodification of migrant work. The book also discusses some of the analytical and political problems of migration and labour market discourses and practices, particularly in relation to developments around new forms of exclusion, securitization and ethnicization of migrant work. Work and the Challenges of Belonging is cross-disciplinary and comparative, engaging with theoretical, empirical and policy approaches.
Quality Teacher Education in Cameroon
Eine qualitätsorientierte Lehrer*innenbildung verbessert die Qualität von Lehr- und Lernprozessen. Welche Rolle spielt dabei der soziokuklturelle Hintergrund? Das Buch beleuchtet, wie der soziokulturelle Hintergrund der Akteur*innen die Qualität der Lehrer*innenausbildung im Rahmen eines pädagogischen Reformprojekts mit Teilnehmer*innen aus Kamerun und Deutschland beeinflusst. Die Analyse und Interpretation qualitativer Daten zeigt, dass die soziokulturellen Hintergründe der Akteur*innen wichtige Faktoren sind, die den internationalen, interkulturellen Dialog über Lehrer*innenbildung sowie die Lehr-Lern-Interaktionsdynamik im Klassenzimmer beeinflussen. Das Buch erörtert darüber hinaus den Einfluss soziokultureller Kontexte auf einen lerner*innenorientierten Unterricht, der auf den Prinzipien von Vielfalt, Interaktion und gegenseitiger Verantwortung beruht.
Social Spaces of African Societies
Transnational social spaces" have emerged in recent years as a research area within migration and area studies. This volume is about African social spaces. It incorporates examples of Central and Western Africa as well as of African-European relations. Contributors from different disciplines, such as anthropology, geography, and political and educational sciences outline their interpretations of transnational social spaces, based on theoretical and empirical work within a wider research project at the University of Hamburg about contemporary transformations of African societies. Jrgen O?enbrgge is professor of economic and political geography at the University of Hamburg. Mechthild Reh is professor for African Studies at the University of Hamburg
Handbook of Research on Waldorf Education
Waldorf Education: An all-round, balanced approach to education that is equally concerned with intellectual-cognitive and artistic-creative learning. A practice- and experience-based pedagogy. Non-selective and open to all children and young people; offering a stress-free, secure learning environment across 12 grades; embedded in a community of students, teachers, and parents. An alternative education that has been successfully practiced for over a century. The first Waldorf School was founded in Stuttgart, Germany, in 1919. Today, Waldorf Education is practiced in all countries and cultures around the world: in over 1,000 schools, more than 2,000 kindergartens, and numerous centers for spec...
The Transformative Classroom
Transformative approaches to teaching and learning have become ubiquitous in education today. Researchers, practitioners and commentators alike often claim that a truly worthwhile education should transform learners in a profound and enduring way. But what exactly does it mean to be so transformed? What should teachers be transforming students into? Should they really attempt to transform students at all? The Transformative Classroom engages with these questions left open by the vast discussion of transformative education, providing a synthetic overview and critique of some of the most influential approaches today. In doing so, the book offers a new theory of transformative education that fo...
Teaching and Learning English in the Digital Age
TEFL in the 21st century First of all, teaching and learning English in the digital age means using digital tools in TEFL classrooms. This introduction exemplifies how to implement them in a meaningful way in combination with reliable methods (for additional practice-oriented teaching and learning suggestions see: https://www.deflorio.de/blog . A further important aspect of digitization is teaching and learning about media. Teachers have to create and deploy opportunities that allow students to develop a critical stance toward media in general and digital media in particular. This introduction to TEFL shows that the rapidly increasing influences of digitization lead to more internationalized and globalized science-based approaches to teaching and learning English. In this perspective, digitization offers an opportunity to rethink and reshape didactic concepts.
Embracing the Other
In the wake of addressing multiculturalism, transculturalism, racism, and ethnicity, the issue of xenophobia and xenophilia has been somewhat marginalized. The present collection seeks, from a variety of angles, to investigate the relations between Self and Other in the New Literatures in English. How do we register differences and what does an embrace signify for both Self and Other? The contributors deal with a variety of topics, ranging from theoretical reflections on xenophobia, its exploration in terms of intertextuality and New Zealand/Maori historiography, to analyses of migrant and border narratives, and issues of transitionality, authenticity, and racism in Canada and South Africa. Others negotiate identity and alterity in Nigerian, Malaysian, Australian, Indian, Canadian, and Caribbean texts, or reflect on diaspora and orientalism in Australian–Asian and West Indian contexts.
