Atnaujinkite slapukų nuostatas

El. knyga: Epistemological Development of Education: Considering Bourdieu, Foucault and Dewey [Taylor & Francis e-book]

(Deakin University, Australia),
  • Formatas: 158 pages
  • Išleidimo metai: 16-Dec-2022
  • Leidėjas: Routledge
  • ISBN-13: 9781003163886
Kitos knygos pagal šią temą:
  • Taylor & Francis e-book
  • Kaina: 147,72 €*
  • * this price gives unlimited concurrent access for unlimited time
  • Standartinė kaina: 211,02 €
  • Sutaupote 30%
Epistemological Development of Education: Considering Bourdieu, Foucault and DeweyDidesnis paveikslėlis
  • Formatas: 158 pages
  • Išleidimo metai: 16-Dec-2022
  • Leidėjas: Routledge
  • ISBN-13: 9781003163886
Kitos knygos pagal šią temą:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Partnerių interneto svetainė: https://www.taylorfrancis.com/books/9781003163886

This book documents the political and economic ramifications of the policy impetus for a ‘science of education’ and what this means for classroom teachers, their teaching practices and for the field of education.

 



This book documents the political and economic ramifications of the policy impetus for a "science of education" and what this means for classroom teachers, their teaching practices and for the field of education.

In a critical exploration of current research and policy articulations of the purposes of education, with attention given to Australia, the UK and the USA, this book delineates the evaluative mechanisms involved in the strategic science as method adoption of accountability, competitiveness and test-driven criteria used in major education policy. It brings together the disciplines of sociology and philosophy by drawing on the theoretical insights of Michel Foucault, Pierre Bourdieu and John Dewey. In addition, the book argues for the deliberate use of the theoretical in education and is against the contemporary unquestioning advocacy that often accompanies a narrowly defined master narrative of a science of education.

This book will be of special interest to post-graduate students as source material in general education courses and is also intended for academics with an interest in educational theory/philosophy and the sociology of education.

1 The emergence of theorizing a "science of education"
1(16)
Introduction - what this book is about
1(3)
An education policy obsession and the attack on progressivism
4(4)
The epistemological development of education
8(4)
Overview of chapters
12(3)
References
15(2)
2 Foucault, Bourdieu and education
17(18)
Introduction
17(1)
Power relations and schooling
17(3)
Foucault, Bourdieu and power
20(2)
The teacher subject as scrutinized technician - an exercise in "system" power
22(2)
The methodological authority of "science"
24(2)
Science and relevance to education
26(2)
The distraction/s of a fake debate
28(3)
Conclusion
31(1)
References
32(3)
3 The confines of education policy-making
35(20)
Introduction
35(1)
The sociology of Pierre Bourdieu - field's, habitus, practice
36(1)
Doxa
36(4)
A policy doxa on teachers' work
40(1)
Teacher effectiveness
41(3)
A methodology doxa - models and laws
44(1)
Governmentality
45(1)
Framing the policy argument - the right sort of teacher
46(1)
The global international "player": the Organisation for Economic Co-Operation and Development (OECD)
47(1)
A national policy from the USA - A Race to the Top (RttT)
48(2)
Conclusion
50(1)
References
51(4)
4 Crisis and change
55(16)
Introduction
55(1)
Crisis politics and hysteresis
55(3)
Operationalizing teacher agency in times of crisis
58(4)
Professionalization and the teacher "change agent" agenda
62(3)
Autonomy
65(2)
Conclusion
67(1)
References
68(3)
5 John Dewey, teachers and the educative experience today
71(17)
Introduction
71(1)
John Dewey
71(4)
Dewey, the educative experience and teachers
75(2)
A technology of teaching'?
77(1)
Personalized teaching and learning
78(2)
Dewey and what is worth knowing
80(3)
Educational aspects of becoming - capabilities
83(1)
Conclusion
84(1)
References
85(3)
6 Teacher identity and expertise - why it matters
88(16)
Introduction
88(1)
Teaching - what is it?
88(3)
Knowledge and expertise of teaching
91(7)
1 Scientific knowledge about teaching - measurement and evaluation
92(2)
Observations
94(1)
Student surveys
95(1)
Value-added measures
96(1)
2 Craft knowledge
97(1)
Developing teachers-performance characteristics for a new "creative" age
98(2)
Teacher identity
100(1)
Conclusion
101(1)
References
101(3)
7 Growth in and for what?
104(15)
Introduction
104(1)
Growth and proficiency
104(2)
Dewey and the concept of growth
106(3)
An economizing appropriation of student achievement as growth
109(4)
Authentic pedagogy and growth
113(3)
Conclusion
116(1)
References
116(3)
8 Innovative practice within the evidence-based matrix
119(15)
Introduction
119(1)
"Science" informing teaching practice
119(4)
An evidence base - "what works"
123(2)
Creativity and innovation
125(2)
Professional development and learning
127(1)
The autonomous "entrepreneurial" teacher
128(3)
Conclusion
131(1)
References
131(3)
9 Democratizing the epistemology of education
134(14)
Introduction
134(1)
Democracy as characterized by equality of opportunity
134(5)
The political priority of democracy and real-world properties of systems and structures
139(2)
Sensing the educative opportunity
141(3)
The democratic role of "science" in education
144(2)
Conclusion
146(1)
References
146(2)
10 An epistemology of education to be embodied by educators
148(3)
References 151(2)
Index 153
Andrew Skourdoumbis is an associate professor of education. His research interests include teacher effectiveness research, critical policy analysis, teacher practice and educational performance, curriculum theory and research methodology. Andrew is interested in how reforms in the economy influence and impact teacher practice and the way that exacting methods of research govern teacher performance and effectiveness.

Scott Webster was formally an associate professor in education and currently works in the field of higher education within the area of higher degree research methodology. His areas of research include educational philosophy, curriculum theory, teacher education and spirituality. He has written and edited books such as Caring Confrontations for Education and Democracy, Educating for Meaningful Lives, Understanding Curriculum: The Australian Context, Theory and Philosophy in Educational Research and Rethinking Reflection and Ethics for Teachers. He has also published in various international education research journals and presented at various international conferences.
Pastovi nuoroda: https://www.kriso.lt/db/9781003163886_pe.html
Raktažodžiai: