Course Syllabi in Faculties of Education: Bodies of Knowledge and their Discontents, International and Comparative Perspectives: Bloomsbury Critical Education
Editat de André Elias Mazawi, Michelle Stacken Limba Engleză Paperback – 29 dec 2021
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Specificații
ISBN-13: 9781350192744
ISBN-10: 1350192740
Pagini: 288
Dimensiuni: 156 x 234 mm
Greutate: 0.42 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Bloomsbury Critical Education
Locul publicării:London, United Kingdom
ISBN-10: 1350192740
Pagini: 288
Dimensiuni: 156 x 234 mm
Greutate: 0.42 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Bloomsbury Critical Education
Locul publicării:London, United Kingdom
Caracteristici
Draws
on
new
empirically
grounded
studies
that
allow
the
contributors
and
editors
to
compare
and
contrast
diverse
aspects
of
syllabi
development
Notă biografică
André
Elias
Mazawiis
Professor
of
Sociology
of
Education
and
Higher
Education
at
the
University
of
British
Columbia,
Canada,
and
Affiliate
Professor
at
the
Euro-Mediterranean
Centre
for
Educational
Research
at
the
University
of
Malta,
Malta.
He
is
also
an
Associate
Researcher
with
the
University
of
Geneva-based
Equipe
Dimensions
Internationales
de
l'Education
(ERDIE).Michelle
Stackis
Associate
Professor
in
the
Department
of
Educational
Studies,
University
of
British
Columbia,
Canada.
She
is
also
the
author
ofGlobal
University
Ranking
and
the
Mediatization
of
Higher
Education,and
she
is
editor
of
a
second
upcoming
book
on
university
rankings
and
journal
impact
factors.
Michelle
has
led
several
courses
and
workshops
focused
on
building
the
capacity
of
teachers,
youth,
clinicians,
scholars
and
scholar
to
engage
media
to
expand
policy
debates.
Her
central
research
interest
concerns
how
people,
knowledge
and
institutions
are
categorized
and
the
influence
of
these
categorizations
on
our
ability
to
grapple
with
"wicked
problems"
including
inequity
and
climate
change.
Cuprins
List
of
IllustrationsAcknowledgments1.
Introduction:
Course
Syllabi
in
Faculties
of
Education:
Bodies
of
Knowledge
and
Their
Discontents,André
Elias
Mazawi
and
Michelle
StackPart
I
Geopolitics
of
Knowledge2.
The
Geopolitics
of
Knowledge
and
"the
Abyssal
Line":
Mapping
Teacher
Education
Syllabi
in
Canada,Lynette
Shultz,
Maren
Elfert,
and
CarrieKarsgaard3.
Comparing
Course
Syllabi
from
A
to
Z:
Examining
the
Contexts,
Contents,
and
Concerns
for
Social
Foundations
of
Education
in
Australia
and
Zambia,Matthew
A.M.
Thomas,
Janet
Serenje-Chipindi,and
Ferdinand
Mwaka
Chipindi4.
Islamization
and
Indigenization
of
Faculties
of
Education
in
the
Islamic
Republic
of
Iran,Golnar
Mehran
and
Fariba
AdliPart
II
Building
"the
House
of
Life"5.
Embodying
Raven's
Knowledge
in
Indigenous
Teacher
Education,Jo-ann
Archibald
Q'um
Q'um
Xiiem6.
Leçons
de
Ténèbres:
Colonialism
and
Political
Struggles
over
Teacher
Education
among
Palestinians,André
Elias
Mazawi7.
Decolonizing
the
Concept
of
Pedagogy
of
Discomfort
in
Classrooms,
Curriculum,
and
Syllabi,Hartej
Gill
and
Meena
Uppal8.
Centering
Indigenous
and
Decolonizing
Pedagogy:
The
Complexities,
Tension,
and
Possibilities
of
Doing
Spirit
Work
in
Teacher
Education,Bathseba
Opini
and
Erica
NeeganagwedginPart
III
Intersectionalities
in
Context9.
Accreditation
and
the
Standardization
of
Syllabi:
Critical
Reflections
from
the
College
of
Education
at
Qatar
University,Esraa
Al-Muftahand
Hadeel
AlKhateeb10.
Student
Diversity
and
Discrimination
in
Indian
Higher
Education:
Curricula
Transformation
for
Civic
Learning,Nidhi
S.
Sabharwal11.
Thinking
through
a
Course
on
Educational
Technology
and
Ableism:
Implications
for
Syllabus
Design,Heidi
Janz
and
Michelle
StackPart
IV
Challenging
Relations12.
An
Existential
Dimension
of
the
Syllabus
in
the
Life
of
a
Teacher,Samuel
D.
Rocha13.
The
Tension
of
"Othering"
in
Writing
Course
Syllabi
in
Saudi
Arabia,Amani
Hamdan14.
Mending
the
(Cartesian)
Split:
Reflections
on
Offering
a
Pedagogy
of
Wellness
to
Teacher
Candidates,Stephanie
Glick15.
Instructional
Design
and
Pedagogy:
Reconceptualizing
Practices,Erica
Neeganagwedgin
and
Bathseba
Opini16.
Toward
Provisional
Conclusions:
Intersections,
Crossings,
and
Praxis:
Syllabi
and
the
Politics
of
Educational
Articulation,Michelle
Stack
and
André
Elias
MazawiNotes
on
ContributorsIndex
Recenzii
Course
Syllabiis
an
absolute
treasure.
Any
thought
you
might
have
entertained
that
course
syllabi
are
technical
tools
has
vanished.
This
is
an
important
new
contribution
to
the
politics
of
knowledge.
Theoretically sophisticated and practically useful, this tightly edited, ground-breaking and unique volume addresses the challenge of designing course syllabi in faculties of education across a range of contexts in the global North and South. Informed by critical and post-colonial perspectives that acknowledge the deeply political nature of education and curricula, and what counts as legitimate pedagogical knowledge and professional practice, the contributors provide richly detailed accounts of the contingent and situated struggles and contestations faced by syllabus developers as they strive to articulate and enact their visions for teacher education.
Mazawi, Stack and their contributors have provided an exceptionally valuable resource which reminds us of the inextricable link between instructors' biographies and the educational programs in which students participate. More importantly,Course Syllabi in Faculties of Educationoffers those of us engaged in creating syllabi, profound narratives and insightful analyses of how our lived experiences, personal investments, and scholarly judgements animate the knowledge and opportunities we wish to provide students. In addition to affording insights into the cultural and political contexts of schooling in some nine countries, this book leads us to consider: What if we were to co-create course syllabi with students whose learning needs, interests and aspirations we aim to satisfy?
Theoretically sophisticated and practically useful, this tightly edited, ground-breaking and unique volume addresses the challenge of designing course syllabi in faculties of education across a range of contexts in the global North and South. Informed by critical and post-colonial perspectives that acknowledge the deeply political nature of education and curricula, and what counts as legitimate pedagogical knowledge and professional practice, the contributors provide richly detailed accounts of the contingent and situated struggles and contestations faced by syllabus developers as they strive to articulate and enact their visions for teacher education.
Mazawi, Stack and their contributors have provided an exceptionally valuable resource which reminds us of the inextricable link between instructors' biographies and the educational programs in which students participate. More importantly,Course Syllabi in Faculties of Educationoffers those of us engaged in creating syllabi, profound narratives and insightful analyses of how our lived experiences, personal investments, and scholarly judgements animate the knowledge and opportunities we wish to provide students. In addition to affording insights into the cultural and political contexts of schooling in some nine countries, this book leads us to consider: What if we were to co-create course syllabi with students whose learning needs, interests and aspirations we aim to satisfy?