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Sant E: Global Citizenship Education

Global Citizenship Education

A Critical Introduction to Key Concepts and Debates

The increasing international interest in pupil consultation has been partly fuelled by the encouragement of personalised/individualised learning strategies and the involvement of pupils in their learning. Drawing on an in-depth study which consulted eight to fourteen year old pupils from a variety of ethnic and class backgrounds in different school settings, the book:<ul> <li>offers a sociological study of learning through an exploration of the social inequalities in the control pupils have over their learning</li> <li>identifies, from a pupil’s perspective, the social conditions of learning within contemporary performance-oriented school cultures</li> <li>explores the ways in which the social conditions of learning differ for pupils according to their gender, race, social class and achievement levels</li> <li>identifies the ways in which pupils are being consulted by teachers and the social conditions for successful consultation. </li> </ul>This book will appeal to masters and doctoral students in gender studies and equality studies/human rights programmes, as well as academics and researchers around the world.

Consulting pupils about learning

Social Inequalities (Re)formed

Alternative | Education

Provokes conversations about a future where learning is not confined by the carceral logic of academic disciplinary boundaries and brick and mortar walls.

Pluriversal Speculations

Unschooled Futures

Teaching & Learning

Bloomsbury Critical Education

Empowerment, Agency and Social Justice in the UK

Nurturing ‘Difficult Conversations’ in Education

Bloomsbury Inquiries in Philosophy and Education

Navigating the Moral Landscape of Youth Development and Community Education

Strategies and Solidarity for the Rest of Us

The Campus Crisis Toolkit

Seaside Adventures for Young Explorers

Beach School

Philosophy of Childhood

Imagining with Purpose in Childhood explores the question: How might moral imagining be conceived to support the cultivation of responsible autonomy in childhood? It argues that when conceived as a conscious, flexible process, moral imagining may contribute to children's emerging agency by expanding and enriching their envisioned options for what they believe is worth valuing within their current and future circumstances, thereby helping to make their autonomy more responsible. Natalie M. Fletcher proposes the conception of deliberate moral imagining, understood as the purposeful envisioning of a given context from multiple frames of reference in response to a real-world encounter, with the goal of bringing to light possibilities for what seems reasonable to value in order to broaden the moral lens through which lived experiences are approached and assessed. This book explores how deliberate moral imagining may assist children in confronting some important challenges to responsible autonomy that risk constricting their envisioning of the overarching contexts most influential in childhood: their relation to others (how they view and treat them), their relation to self (how they perceive and value themselves) and their relation to knowledge (how they learn and what they claim to know about the world). In response to the respective challenges of narrow empathetic scope, conversion inhibition and inaccurate pseudoenvironments, deliberate moral imagining may help enrich children's "mental landscape" by cultivating relational openness through three crucial autonomy supports: empathic engagement, self-efficacy and reasonableness. The book draws on three theoretical frameworks-neo-Aristotelian virtue theory, the Capabilities Approach and classical pragmatism-and includes a case study of the Philosophy for Children program as an illustrative example of deliberate moral imagining in action.

Children as Emerging Agents Envisioning Lives Worth Valuing

Imagining with Purpose in Childhood

Sen, Dewey, and Education

This volume envisions new methodologies for teaching, learning and management of stakeholders in the field of education The book walks us through the observations and experiences the author had during 18 years of teaching at higher education institution with special reference to teacher education.

This volume envisions new methodologies for teaching, learning and management of stakeholders in the field of education The book walks us through the observations and experiences the author had during 18 years of teaching at higher education institution with special reference to teacher education.

Creating a Healthy Society

Vision of Education

Digital Culture & Society

Technologies and technological futures are always socially situated, relational, and enmeshed in (dominant) narratives of societal sense-making, which have the power to bring future ideas into material existence. The issue brings together articles exploring popular techno-futures from international and interdisciplinary perspectives, including cultural and media studies, science and technology studies, and related disciplines. The contributors decenter the discussion on socio-technical futures and the role of popular culture, aesthetics and media in their (re)production by focusing on societal tech-future discourses from global popular perspectives.

Vol. 11, Issue 2/2025 – Towards Popular Techno-Futures: A Global Culture Perspective

Digital Culture & Society (DCS)

Global Citizenship Education

Weitere Titel zum Thema