Places of Learning

Author: Elizabeth Ann Ellsworth
Publisher: Psychology Press
ISBN: 9780415931588
Format: PDF, ePub, Docs
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This book takes a close look at places of learning located outside of schools, yet deeply concerned with the experience of the learning self. It explores what it might mean to think of pedagogy not in relation to knowledge as a "thing made," but to knowledge in the making.

Handbook of Public Pedagogy

Author: Jennifer A. Sandlin
Publisher: Routledge
ISBN: 1135184186
Format: PDF, ePub, Mobi
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Bringing together scholars, public intellectuals, and activists from across the field of education, the Handbook of Public Pedagogy explores and maps the terrain of this burgeoning field. For the first time in one comprehensive volume, readers will be able to learn about the history and scope of the concept and practices of public pedagogy. What is 'public pedagogy'? What theories, research, aims, and values inform it? What does it look like in practice? Offering a wide range of differing, even diverging, perspectives on how the 'public' might operate as a pedagogical agent, this Handbook provides new ways of understanding educational practice, both within and without schools. It implores teachers, researchers, and theorists to reconsider their foundational understanding of what counts as pedagogy and of how and where the process of education occurs. The questions it raises and the critical analyses they require provide curriculum and educational workers and scholars at large with new ways of understanding educational practice, both within and without schools.

Designing Schools

Author: Kate Darian-Smith
Publisher: Routledge
ISBN: 1317502663
Format: PDF, Kindle
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Designing Schools explores the close connections between the design of school buildings and educational practices throughout the twentieth century to today. Through international cases studies that span the Americas, Europe, Africa and Australia, this volume examines historical innovations in school architecture and situates these within changing pedagogical ideas about the ‘best’ ways to educate children. It also investigates the challenges posed by new technologies and the digital age to the design and use of school places. Set around three interlinked themes – school buildings, school spaces and school cultures – this book argues that education is mediated or framed by the spaces in which it takes place, and that those spaces are in turn influenced by cultural, political and social concerns about teaching, learning and the child.

Teaching Positions

Author: Elizabeth Ann Ellsworth
Publisher:
ISBN: 9780807736678
Format: PDF, ePub
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Drawing on media studies, literary theory, and the work of psychoanalytic feminist theorist Shoshana Felman, Ellsworth portrays the work of pedagogy as a performative practice, revealing the manner in which pedagogy positions teachers and students to engender gaps and silences in the communication of knowledge and self. This provocative study of the teacher-student relationship uses recent developments in film and literary studies to explore how education understands who it is teaching and how teachers understand who their students are.

Institutional Time

Author: Judy Chicago
Publisher: The Monacelli Press, LLC
ISBN: 1580934110
Format: PDF, Docs
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A revered teacher and the most influential feminist artist of our time, Judy Chicago provides an autobiographical look at higher education in art, a must-read for aspiring artists and educators in studio art programs. How should women—and men—be prepared for a career in today’s art world? For more than a decade, Judy Chicago has been formulating a critique of studio art education, in colleges or art schools, based upon observation, study, and, most importantly, her own teaching experiences, which have taken her from prestigious universities to regional colleges, and across the country from Cal Poly Pomona to Duke University and the University of North Carolina, Chapel Hill. Founder of the first program dedicated to feminist art, at California State University, Fresno, in 1970, she went on to initiate the Feminist Art Program at California Institute of the Arts with artist Miriam Schapiro, the first program at a major art school to specifically address the needs of female art students. Creator of the celebrated The Dinner Party, a monumental art installation now on permanent display at the Brooklyn Museum, Chicago reviews her own art education, in the 1960s, when she overcame sexist obstacles to beginning a career as an artist and became recognized as one of the key figures in the dynamic California art scene of that decade. She reviews the present-day situation of young people aspiring to become artists and uncovers the persistence of a bias against women and other minorities in studio art education. Far from a dry educational treatise, Institutional Time is heartfelt, and highly personal: a book that has the earmarks of a classic in arts education.

Geologic City

Author: Jamie Kruse
Publisher:
ISBN: 9780983803409
Format: PDF, Kindle
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New Yorkers co-exist intimately with the traces of powerful geo forces. Apartments made of red sandstone from the Triassic both shelter us and populate our visual space. Rockefeller Center elevates and displays limestone from the Mississippian Period. The iron of the Manhattan Bridge stands as a message from Precambrian times.Geologic City: a field guide to the GeoArchitecture of New York visualizes the reality that modern life and geologic time are deeply intertwined. With the field guide in hand, residents and visitors are able to interact with familiar, even iconic New York architecture and infrastructure in an unexpected way: by sensing for themselves the forces of deep time that give form and materiality to the built environment of the City.

Spatial Design Education

Author: Ashraf M. Salama
Publisher: Routledge
ISBN: 1317051513
Format: PDF, ePub, Mobi
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Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ’trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques

Diverse Pedagogies of Place

Author: Peter Renshaw
Publisher: Routledge
ISBN: 1317442784
Format: PDF, Kindle
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Diverse Pedagogies of Place presents eight original place-responsive pedagogies that address a question of paramount importance in today’s world: how do we educate the next generation of students to confront the challenges of global climate change and the on-going degradation of natural environments? Each place-responsive pedagogy is a result of innovative environmental educators’ long-term engagement with particular places, and demonstrates that personal connectedness is crucial to effective environmental education. ? Professional learning and teacher collaboration is an important theme throughout the book, and the editors discuss how teachers could adapt the learning activities and teaching strategies found in the book in order to create their own place-responsive pedagogies. Each case study provides a rich account of how students can learn to be attentive and draws upon a common analytical framework derived from recent theorisation of place that highlights the centrality of stories-in-place, embodiment, and contestation. The authors present detailed and persuasive evidence that place-responsive pedagogies enable students to construct their own identities, as well as develop commitments and a deeper knowledge of the environments that surround them. ? A work of international relevance, Diverse Pedagogies of Place will appeal to academics, researchers and postgraduate students in the fields of environmental education and sustainability, place-based education, outdoor learning, professional learning and teacher development, as well as policymakers and environmental educators.

Developing a Pedagogy of Teacher Education

Author: John Loughran
Publisher: Routledge
ISBN: 1134210604
Format: PDF, Docs
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A pedagogy of teacher education must go well beyond the simple delivery of information about teaching. This book describes and explores the complex nature of teaching and of learning about teaching, illustrating how important teacher educators' professional knowledge is and how that knowledge must influence teacher training practices. The book is divided into two sections. The first considers the crucial distinction between teaching student-teachers and teaching them about teaching, allowing practice to push beyond the technical-rational, or tips-and-tricks approach, to teaching about teaching in a way that brings in the appropriate attitudes, knowledge and skills of teaching itself. Section two highlights the dual nature of student teachers’ learning, arguing that they need to concentrate not only on learning what is being taught but also on the way in which that teaching is conducted.

Using Network and Mobile Technology to Bridge Formal and Informal Learning

Author: Guglielmo Trentin
Publisher: Elsevier
ISBN: 1780633629
Format: PDF, ePub
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An ever-widening gap exists between how students and schools use communication technology. Using Network and Mobile Technology to Bridge Formal and Informal Learning introduces new methods (inspired by ‘pedagogy 2.0’) of harnessing the potential of communication technologies for teaching and learning. This book considers how attitudes towards network and mobile technology (NMT) gained outside the school can be shunted into new educational paradigms combining formal and informal learning processes. It begins with an overview of these paradigms, and their sustainability. It then considers the pedagogical dimension of formal/informal integration through NMT, moving on to teachers’ professional development. Next, the organizational development of schools in the context of formal and informal learning is detailed. Finally, the book covers the role of technologies supporting formal/informal integration into subject-oriented education. Includes a framework for the sustainability of new educational paradigms based on the combination of formal and informal learning processes supported by network and mobile technology (NMT) Provides a series of recommendations on how to use attitudes towards NMT gained outside the school to integrate formal and informal learning Gives a teacher training approach on how to use network and mobile technology-based informal learning to enhance formal learning pathways