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Abstrak :
Through White noise is structured around poetry and personal stories about living in liminal space that requires and encourages cultural sensitivity, awareness, and commitment for a just society. A prominent theme in this book is the challenge of reconciling the ideal of Canadian multiculturalism with experiences of marginalization and stereotyping. Before her arrival, Khalida imagined her new homeland as a multicultural rainbow arched over a diversity of races, beliefs and practices. Entering Winnipeg in the middle of winter, she was greeted with a white world: white people, white, snow-covered ground, white trees and a pale blue sky. Jon is a Caucasian professor from England who has a privileged position as an academic citizen. He felt responsible for enhancing his students? awareness of their perceptions, and the role they have in their teaching practices. Reena is a South Asian professor living in Quebec whose voice is combined with other educators as they address different racisms. The book inspires readers to embrace teaching and learning relationships that respect the dynamic spaces we live in locally and globally.

Abstrak :
This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated by collaboration technology. The theoretical underpinnings stem from different origins, including Bereiter and Scardamalia’s theory on knowledge building and Engeström’s activity theory. The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knowledge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools.

Abstrak :
Scott Richardson gives us a finely detailed experiential account of how gender and teaching are woven together in public schools. Through his own memories and the narrativized experiences of his research subjects, Richardson demonstrates both the institutional benefits associated with being male and the fragility of masculinity. Membership in the “Boys’ Club” of hypermasculinity requires constant checking, surveillance, and choices that fit within the narrow range of dominant masculinity (so well detailed by R. W. Connell). Richardson’s causal style parallels the ease with which men in leadership and teaching positions articulate their allegiance to gender norms and one another, and in effect, set critique of such gender norms.

Abstrak :
Educational theory is necessarily concerned with what it means to become human, ‘becoming’ implying a process of growth and change. In general, philosophy of education has tended to view childhood (defined as the period during which one is being educated) as preparation for a settled period as adult citizen, during which one’s human nature is given its full expression. Traditionally, then, first we become human, then we are (fully) human. However, when we speak of ourselves as human, we do so in these two senses: as a present species marker, and as a regulative ideal. Most literature focuses on the former sense, the present argument will focus on the latter. Therefore, should be the grounds for a theory of the individual in society and the world that can best underpin approaches to social policy and education on the assumption that the human animal is always aspiring to fully human status that can never be attained? Central to the argument are the acknowledgment of the human as an open system and the concomitant acceptance of overlapping phenomenal worlds, whereby experience is shared but never exactly duplicated between sentient beings.

Abstrak :
This collection presents a series of critical case studies that examine specific sites of change and contestation. These cover a range of phenomena including computer gaming cultures, online education, surveillance, and the mutual shaping of digital technologies and civic life.

Abstrak :
[In Being and learning he offers an account of learning as an attunement with Being’s dynamic presencing and unconcealment, which Duarte explores as the capacity to respond and attend to the matter that stands before us, or, in Arendtian terms, to love the world, and to be with others in this world. This book of ‘poetic thinking’ is a chronicle of Duarte’s ongoing exploration of the question of Being, a philosophical journey that has been guided primarily through a conversation with Heidegger, and which also includes the voices of Plato, Aristotle, Heraclitus, Nietzsche, as well Lao Tzu and the Buddha, among others. In Being and learning, Duarte undertakes a ‘phenomenology of the original’: a writing that consciously and conspicuously interrupts the discursive field of work in philosophy of education. With this work Eduardo Duarte is initiating new pathways of thinking about education.;In Being and learning he offers an account of learning as an attunement with Being’s dynamic presencing and unconcealment, which Duarte explores as the capacity to respond and attend to the matter that stands before us, or, in Arendtian terms, to love the world, and to be with others in this world. This book of ‘poetic thinking’ is a chronicle of Duarte’s ongoing exploration of the question of Being, a philosophical journey that has been guided primarily through a conversation with Heidegger, and which also includes the voices of Plato, Aristotle, Heraclitus, Nietzsche, as well Lao Tzu and the Buddha, among others. In Being and learning, Duarte undertakes a ‘phenomenology of the original’: a writing that consciously and conspicuously interrupts the discursive field of work in philosophy of education. With this work Eduardo Duarte is initiating new pathways of thinking about education., In Being and learning he offers an account of learning as an attunement with Being’s dynamic presencing and unconcealment, which Duarte explores as the capacity to respond and attend to the matter that stands before us, or, in Arendtian terms, to love the world, and to be with others in this world. This book of ‘poetic thinking’ is a chronicle of Duarte’s ongoing exploration of the question of Being, a philosophical journey that has been guided primarily through a conversation with Heidegger, and which also includes the voices of Plato, Aristotle, Heraclitus, Nietzsche, as well Lao Tzu and the Buddha, among others. In Being and learning, Duarte undertakes a ‘phenomenology of the original’: a writing that consciously and conspicuously interrupts the discursive field of work in philosophy of education. With this work Eduardo Duarte is initiating new pathways of thinking about education.]

Abstrak :
This book presented as research-based, validated by experience, and broadly applicable, these policies are ideologically driven, insensitive to local contexts, and treat education as independent of international dynamics and national and local economies and cultures. Target countries, needing resources and unable to generate comparable research, find it difficult to challenge World Bank recommendations. The book represents a powerful challenge to World Bank proposals. Probing core issues, equity, quality, finance, privatization, teaching and learning, gender, and human rights, highlights the disabilities of neoliberal globalization. ;;

Abstrak :
[In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups. The contributors provide a comprehensive examination of how textbooks, the most dominant cultural force in which corporations and political leaders impact the schooling curricula, shape students' thoughts and behavior, perpetuate power in dominant groups, and trivialize social groups who are oppressed on the structural axes of race, class, gender, sexuality, and (dis)ability. Several contributors also generate critical insight in how power shapes the production of textbooks and evaluate whether textbooks still perpetuate dominant Western narratives that normalize and privilege patriotism, militarism, consumerism, White supremacy, heterosexism, rugged individualism, technology, and a positivistic conception of the world. Finally, the book highlights several textbooks that challenge readers to rethink their stereotypical views of the Other, to reflect upon the constitutive forces causing oppression in schools and in the wider society, and to reflect upon how to challenge corporate and political dominance over knowledge production., In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups. The contributors provide a comprehensive examination of how textbooks, the most dominant cultural force in which corporations and political leaders impact the schooling curricula, shape students' thoughts and behavior, perpetuate power in dominant groups, and trivialize social groups who are oppressed on the structural axes of race, class, gender, sexuality, and (dis)ability. Several contributors also generate critical insight in how power shapes the production of textbooks and evaluate whether textbooks still perpetuate dominant Western narratives that normalize and privilege patriotism, militarism, consumerism, White supremacy, heterosexism, rugged individualism, technology, and a positivistic conception of the world. Finally, the book highlights several textbooks that challenge readers to rethink their stereotypical views of the Other, to reflect upon the constitutive forces causing oppression in schools and in the wider society, and to reflect upon how to challenge corporate and political dominance over knowledge production.]

Abstrak :
[Art’s way ut’s discussion of art, politics and learning aims to delineate what an exit pedagogy would look. Baldacchino examines, inter alia, the problem of empathy in relation to art as an event (or series of events), drawing upon a wide and rich range of sources to inform what in effect is his manifesto. With a profound understanding of its philosophical basis, Baldacchino unfolds his argument in an internally consistent and elegantly structured way. Art’s way out has coherent structure, and a complex, interrelation between form and content, reflecting an artist’s concern for getting things right., Art’s way ut’s discussion of art, politics and learning aims to delineate what an exit pedagogy would look. Baldacchino examines, inter alia, the problem of empathy in relation to art as an event (or series of events), drawing upon a wide and rich range of sources to inform what in effect is his manifesto. With a profound understanding of its philosophical basis, Baldacchino unfolds his argument in an internally consistent and elegantly structured way. Art’s way out has coherent structure, and a complex, interrelation between form and content, reflecting an artist’s concern for getting things right.]

Abstrak :
[Athabasca’s going unmanned is set in a youth offender jail in Alberta, Canada and tells the story of three incarcerated youth and the corrections staff who work with them. The story centres on an escape plot hatched by the inmates and ultimately examines the needs of incarcerated youth and the prospects for offering them programming with transformative potential. Based on extensive research with “at-risk” youth and incarcerated youth, the play addresses a range of real-world issues with sociological, criminal justice, policy and educational implications. Moreover, issues of race and ethnicity feature prominently. The fictionalized format invites readers to engage with complex questions without relying on an “authoritative” text that closes off meaning-making. Rather, readers are invited into the meaning-making process as they engage with the play and its alternative endings. , Athabasca’s going unmanned is set in a youth offender jail in Alberta, Canada and tells the story of three incarcerated youth and the corrections staff who work with them. The story centres on an escape plot hatched by the inmates and ultimately examines the needs of incarcerated youth and the prospects for offering them programming with transformative potential. Based on extensive research with “at-risk” youth and incarcerated youth, the play addresses a range of real-world issues with sociological, criminal justice, policy and educational implications. Moreover, issues of race and ethnicity feature prominently. The fictionalized format invites readers to engage with complex questions without relying on an “authoritative” text that closes off meaning-making. Rather, readers are invited into the meaning-making process as they engage with the play and its alternative endings. ]