The Philosophy of Open Learning provides an overview of current debates and introduces the reader to the overall discourse on open education. The broad range of topics, including Massive Open Online Courses and Open Educational Resources is aimed at demonstrating that open education has emerged as a new principle for organizing higher education. In this book, internationally recognized scholars provide in-depth insight into the emerging field of open education
This book discusses the main higher education structures in Germany, both conceptually and with a particular emphasis on recent developments like, e.g., the growth and differentiation of the system, governance reforms, and the Excellence Initiative. It analyses recent developments from an international perspective, as the German system is clearly embedded in broader, transnational trends. As such, the book provides a comprehensive and detailed account of both new dynamics and stable paths in the German higher education system
The Posthuman Child combats institutionalised ageist practices in primary, early childhood and teacher education. Grounded in a critical posthumanist perspective on the purpose of education, it provides a genealogy of psychology, sociology and philosophy of childhood in which dominant figurations of child and childhood are exposed as positioning child as epistemically and ontologically inferior. Entangled throughout this book are practical and theorised examples of philosophical work with student teachers, teachers, other practitioners and children (aged 3-11) from South Africa and Britain
This collection is the first book devoted to Paulo Freire’s ongoing global legacy to provide an analysis of the continuing relevance and significance of Freire’s work and the impact of his global legacy. The book contains essays by some of the world’s foremost Freire scholars – McLaren, Darder, Roberts, and others – as well as chapters by scholars and activists, including the Maori scholars Graham Hingangaroa Smith and Russell Bishop, who detail their work with the indigenous people of Aotearoa-New Zealand.
The book targets new and early career teachers in HE, and promises an interesting perspective on the issues faced for new teachers as they enter academic life. Many texts aimed at this group focus on the tools and techniques necessary to support new lecturers develop confidence within teaching and assessment practice and learning. Weller takes a broader approach that unpacks some of the bigger picture agendas facing new teachers in constructing professional understanding
Do you want to improve your study skills? Packed full of advice on topics including note taking, essay writing, reading strategies and exam techniques, Study Skills for Students with Dyslexia is an essential read for students with dyslexia and other Specific Learning Differences (SpLDs) in further and higher education
The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind.
A theoretical and empirical exploration of the concept of pedagogy and play in early childhood education ... provides an in-depth examination of classical and contemporary theories of play, with a focus on post-developmental perspectives and Vygotskian theory.
Radical-Local Teaching and Learning presents a theoretical perspective for analyzing and planning educational programmes for schoolchildren. To realize both general societal interests and worthwhile personal development, the content of educational programmes for children must be grounded in the local conditions within which the children live. Through working with this content, children should appropriate an understanding of general concepts from subject-matter disciplines, which they can use as tools for analyzing their own life conditions. These are distinctive features of a successful radical-local teaching and learning approach." "This book will be interesting and useful for educational researchers, curriculum planners, teacher educators, and others who are interested in problems of creating educational programmes for both cultural majorities and cultural minorities in a way that acknowledges the conditions of their life situation.