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Author: James Avis
Publisher: Routledge
ISBN: 1317605756
Category : Education
Languages : en
Pages : 190
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Book Description
Social Justice, Transformation and Knowledge: Policy, Workplace Learning and Skills examines the policy contexts in which lifelong learning, vocational education and training and skill development is set. It provides a critique of neo-liberalism and its impact on vocational education and training and lifelong learning. It interrogates potentially progressive policy interventions that take for granted capitalist relations as these can become a form of ‘comfort radicalism’ that whilst calling for structural change remain lodged within capitalism. Such analyses are limited, particularly in austere conditions of worklessness with increasing numbers of workers surplus to the requirements of capital. Offering detailed discussions within UK, European and global contexts, this book proves an insightful and critical text which illustrates Professor Avis’ extensive experience and knowledge of the field. Adopting a substantive focus on debates and analysis with significance that extends beyond the particular policy context of England, the book offers: an exploration of arguments that suggest workplace learning carries with it progressive possibilities an examination of models of class implicit within education policy and documents consideration of forms of governance and professionalism and their articulation to the pursuit of social justice an insight into discussions concerned with social justice, knowledge as well as the current conditions of austerity in which education and social policy are emphasised Social Justice, Transformation and Knowledge is a significant addition to the field. It is an insightful and thought-provoking book from which students, lecturers and researchers with an interest in education studies, education policy, and social justice will greatly benefit from reading.
Author: James Avis
Publisher: Routledge
ISBN: 1317605756
Category : Education
Languages : en
Pages : 190
Get Book
Book Description
Social Justice, Transformation and Knowledge: Policy, Workplace Learning and Skills examines the policy contexts in which lifelong learning, vocational education and training and skill development is set. It provides a critique of neo-liberalism and its impact on vocational education and training and lifelong learning. It interrogates potentially progressive policy interventions that take for granted capitalist relations as these can become a form of ‘comfort radicalism’ that whilst calling for structural change remain lodged within capitalism. Such analyses are limited, particularly in austere conditions of worklessness with increasing numbers of workers surplus to the requirements of capital. Offering detailed discussions within UK, European and global contexts, this book proves an insightful and critical text which illustrates Professor Avis’ extensive experience and knowledge of the field. Adopting a substantive focus on debates and analysis with significance that extends beyond the particular policy context of England, the book offers: an exploration of arguments that suggest workplace learning carries with it progressive possibilities an examination of models of class implicit within education policy and documents consideration of forms of governance and professionalism and their articulation to the pursuit of social justice an insight into discussions concerned with social justice, knowledge as well as the current conditions of austerity in which education and social policy are emphasised Social Justice, Transformation and Knowledge is a significant addition to the field. It is an insightful and thought-provoking book from which students, lecturers and researchers with an interest in education studies, education policy, and social justice will greatly benefit from reading.
Author: Suzan Ilcan
Publisher: McGill-Queen's Press - MQUP
ISBN: 0773588833
Category : Social Science
Languages : en
Pages : 527
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Book Description
The mobility of people, objects, information, ideas, services, and capital has reached levels unprecedented in human history. Such forms of mobility are manifested in continued advances in communication and transportation capacities, in the growing use of digital and biometric technologies, in the movements of Indigenous, migrant, and women's groups, and in the expansion of global capitalism into remote parts of the world. Mobilities, Knowledge, and Social Justice demonstrates how knowledge is mobilized and how people shape, and are shaped by, matters of mobility. Richly detailed and illuminating essays reveal the ways in which issues of mobility are at the centre of debates, ranging from practices of belonging to war and border security measures, from gender, race, and class matters to governance and international trade, and from citizenship and immigration policies to human rights. Contributors analyze how particular forms of mobility generate specific types of knowledge and give rise to claims for social justice. This collection reconsiders mobility as a key term in the social sciences and humanities by delineating new ways of understanding how mobility informs and shapes lives as well as social, cultural, and political relations within, across, and beyond states. Contributors include Rob Aitken (Alberta), Tanya Basok (Windsor), Janine Brodie (Alberta), William Coleman (Waterloo), Ronjon Paul Datta (Alberta), Karl Froschauer (Simon Fraser), Daniel Gorman (Waterloo), Amanda Grzyb (Western), Suzan Ilcan (Waterloo), Eleonore Kofman (Middlesex), Anita Lacey (Auckland), Theresa McCarthy (Buffalo), Daniel J. Paré (Ottawa), Nicola Piper (Sydney), Parvati Raghuram (Open), Kim Rygiel (Wilfrid Laurier), Leslie Regan Shade (Toronto), Sandra Smeltzer (Western ), Daiva Stasiulis (Carleton), Myra Tawfik (Windsor), and Lloyd Wong (Calgary).
Author: James Avis
Publisher: Routledge
ISBN: 1317605764
Category : Education
Languages : en
Pages : 166
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Book Description
Social Justice, Transformation and Knowledge: Policy, Workplace Learning and Skills examines the policy contexts in which lifelong learning, vocational education and training and skill development is set. It provides a critique of neo-liberalism and its impact on vocational education and training and lifelong learning. It interrogates potentially progressive policy interventions that take for granted capitalist relations as these can become a form of ‘comfort radicalism’ that whilst calling for structural change remain lodged within capitalism. Such analyses are limited, particularly in austere conditions of worklessness with increasing numbers of workers surplus to the requirements of capital. Offering detailed discussions within UK, European and global contexts, this book proves an insightful and critical text which illustrates Professor Avis’ extensive experience and knowledge of the field. Adopting a substantive focus on debates and analysis with significance that extends beyond the particular policy context of England, the book offers: an exploration of arguments that suggest workplace learning carries with it progressive possibilities an examination of models of class implicit within education policy and documents consideration of forms of governance and professionalism and their articulation to the pursuit of social justice an insight into discussions concerned with social justice, knowledge as well as the current conditions of austerity in which education and social policy are emphasised Social Justice, Transformation and Knowledge is a significant addition to the field. It is an insightful and thought-provoking book from which students, lecturers and researchers with an interest in education studies, education policy, and social justice will greatly benefit from reading.
Author: Susan Benigni Cipolle
Publisher: Rowman & Littlefield Publishers
ISBN: 1607095203
Category : Education
Languages : en
Pages : 193
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Book Description
This book provides everything administrators and teachers need to build service-learning programs that prepare students as engaged citizens committed to equity and justice. Cipolle describes practical strategies for classroom teachers along with the theoretical framework so readers can deftly move beyond the book to a meaningful program for their schools.
Author: Douglas B. Larkin
Publisher: Teachers College Press
ISBN: 0807771929
Category : Education
Languages : en
Pages : 177
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Book Description
Deep Knowledge is a book about how peoples ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories, Deep Knowledge challenges some commonly held assumptions about learning to teach and tackles problems inherent in many teacher education programs. This book digs deep into the details of teacher learning in a way seldom attempted in teacher education textbooks.
Author: Annamarie Francois
Publisher: Harvard Education Press
ISBN: 1682536548
Category : Education
Languages : en
Pages : 289
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Book Description
Preparing and Sustaining Social Justice Educators spotlights the challenging and necessary work of fostering social justice in schools. Integral to this work are the teachers and school leaders who enact the principles of social justice—racial equity, cultural inclusivity, and identity acceptance—daily in their classrooms. This volume makes the case that high-quality public education relies on the recruitment, professional development, and retention of educators ready to navigate complex systemic and structural inequities to best serve vulnerable student populations. Annamarie Francois and Karen Hunter Quartz, along with contributing scholars and practitioners, present an intersectional approach to educational justice. The approach is grounded in research about deeper learning, community development, and school reform. Throughout the book, the contributors detail professional activities proven to sustain social justice educators. They show, for example, how effective teacher coaching encourages educators to confront their explicit and implicit biases, to engage in critical conversations and self-reflection, and to assess teacher performance through a social justice lens. The book illustrates how professional learning collaborations promote diverse, antiracist, and socially responsible learning communities. Case studies at three university-partnered K–12 schools in Los Angeles demonstrate the benefits of these professional alliances and practices. Francois and Quartz acknowledge the difficulty of the social justice educator’s task, a challenge heightened by a K–12 teacher shortage, an undersupplied teacher pipeline, and school closures. Yet they keep their sights set on a just and equitable future, and in this work, they give educators the tools to build such a future.
Author: Aziz Choudry
Publisher:
ISBN: 9781771135047
Category :
Languages : en
Pages : 272
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Book Description
From student movements to staff unions, the fight for accessible, high-quality public education has turned university campuses into sites of resistance. This critical collection features analysis by students and staff members from twelve different countries.
Author: Caroline Baillie
Publisher: Purdue University Press
ISBN: 161249157X
Category : Education
Languages : en
Pages : 224
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Book Description
This book is aimed at engineering academics worldwide, who are attempting to bring social justice into their work and practice, or who would like to but don't know where to start. This is the first book dedicated specifically to University professionals on Engineering and Social Justice, an emerging and exciting area of research and practice. An international team of multidisciplinary authors share their insights and invite and inspire us to reformulate the way we work. Each chapter is based on research and yet presents the outcomes of scholarly studies in a user oriented style. We look at all three areas of an engineering academic's professional role: research, teaching and community engagement. Some of our team have created classes which help students think through their role as engineering practitioners in society. Others are focusing their research on outcomes that are socially just and for client groups who are marginalized and powerless. Yet others are consciously engaging local community groups and exploring ways in which the University might 'serve' communities at home and globally from a post-development perspective. We are additionally concerned with the student cohort and who has access to engineering studies. We take a broad social and ecological justice perspective to critique existing and explore alternative practices. This book is a handbook for any engineering academic, who wishes to develop engineering graduates as well as technologies and practices that are non-oppressive, equitable and engaged. It is also an essential reader for anyone studying in this interdisciplinary juncture of social science and engineering. Scholars using a critical theoretical lens on engineering practice and education, from Science and Technology Studies, History and Philosophy of Engineering, Engineering and Science Education will find this text invaluable.
Author: Vivechkanand S. Chunoo
Publisher: IAP
ISBN: 1641133376
Category : Education
Languages : en
Pages : 349
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Book Description
Social justice and leadership education are inextricably linked. In order to move social justice forward, we need to develop leaders with knowledge, skills, and values to engage effectively in the leadership process. We need socially just leaders now more than ever. At a time when our elected and appointed officials agree on very little, our communities are divided and distrustful of one another, and individual citizens struggle for fairness in the face of discrimination, society is at a crossroad. In one direction lies the reproduction of oppression and marginalization, continued distrust, and further fragmentation. In the other, a route toward healing, compassion, and fairness. How then do we prepare our leaders of tomorrow to walk the path of justice rather than take the road to ruin? Changing the dominant narratives in society involves preparing skilled social critics and knowledgeable advocates for positive and sustainable change through education. However, when leadership education fails to consider social justice issues, or when social justice education omits leadership learning, both fall short of their goals. This texts links issues of social justice, equity, and equality, to leadership knowledge, skills, and values, with the intent of offering theoretical, practical, and policy recommendations to improve the work of educators charged with preparing undergraduates for the complexities of leadership in all its forms. Collectively, the contributors inform much needed practices and pedagogies toward socially just leadership education. No single one of us can change the narrative alone, but together, we can amplify the voices of those leading toward justice. The perspectives offered here are but a sample of the work being done to make the future a brighter place for all. We invite you to be part of the conversation.
Author: Halvorsen, Tor
Publisher: African Minds
ISBN: 1928331637
Category : Business & Economics
Languages : en
Pages : 250
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Book Description
With the adoption of the United Nations Sustainable Development Goals (SDGs) and the Paris Agreement, the purpose of development is being redefined in both social and environmental terms. Despite pushback from conservative forces, change is accelerating in many sectors. To drive this transformation in ways that bring about social, environmental and economic justice at a local, national, regional and global levels, new knowledge and strong cross-regional networks capable of foregrounding different realities, needs and agendas will be essential. In fact, the power of knowledge matters today in ways that humanity has probably never experienced before, placing an emphasis on the roles of research, academics and universities. In this collection, an international diverse collection of scholars from the southern African and Nordic regions critically review the SDGs in relation to their own areas of expertise, while placing the process of knowledge production in the spotlight. In Part I, the contributors provide a sober assessment of the obstacles that neo-liberal hegemony presents to substantive transformation. In Part Two, lessons learned from North–South research collaborations and academic exchanges are assessed in terms of their potential to offer real alternatives. In Part III, a set of case studies supply clear and nuanced analyses of the scale of the challenges faced in ensuring that no one is left behind. This accessible and absorbing collection will be of interest to anyone interested in North–South research networks and in the contemporary debates on the role of knowledge production. The Southern African–Nordic Centre (SANORD) is a network of higher education institutions that stretches across Denmark, Finland, Iceland, Norway, Sweden, Botswana, Namibia, Malawi, South Africa, Zambia and Zimbabwe. Universities in the southern African and Nordic regions that are not yet members are encouraged to join.
