Liberating Learning (häftad)
Häftad (Paperback / softback)
Antal sidor
The University of Buckingham Press
228 x 152 x 6 mm
204 g
Antal komponenter
Liberating Learning (häftad)

Liberating Learning

Widening Participation

Häftad Engelska, 2010-03-17
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A case for liberating learning Enhancing students' quality of life through education in the classroom and beyond Throughout the history of our civilisation, education has been seen by philosophers, national leaders and educators as essential for social cohesion and economic development. However, there is a tension between the (proper) interest of governments in ensuring that education prepares young people to be effective citizens, and the desire of educators to ensure that students maintain individuality and a rich learning experience. While it is important to have comparable standards within and between countries, when it comes to issues of curriculum standardisation risks constraint and over-regulation. In education the liberal tradition places great emphasis on individual freedom, moving well beyond 'freedom from...' and rather positioning and promoting education as 'freedom to...'. It is this commitment to education's emancipatory potential that underpins all of the essays in this book. While exploring the impact of globalisation and emerging technologies on the teaching and learning practices of schools and universities, Liberating Learning presents a variety of pioneering initiatives advocated by seminal thinkers and practitioners with a series of commentaries on where education is, and where it is going. There are three key areas of focus: the curriculum; pedagogy; and the role of secondary education in widening participation in higher education. Collectively, the perspectives outlined here consider how we might transform our vision of education as authentically enabling and emancipatory into a reality for all young people. In a climate where the imperative for sharing ideas and good practice between distinct educational sectors, and between educators and policy makers, is crucial, our hope is that this collection will serve as catalyst for further debate on how to liberate learning and broaden participation.
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"Given the scale and density of socially-concentrated educational failure in the UK, the weakness of educational culture in many demographic groups, and the pervasiveness of low expectations the need for action on grounds both of moral urgency and economic utility is overwhelming. " In this compact collection of 13 short essays, UK academics, teachers, and administrators plumb the reasons behind the achievement gap in education, which is blamed on standardized testing and teaching to the test at the expense of student interest. Drawing on background in philosophy and history as well as real-life experiences in innovative programs, secondary schools, and post-secondary institutions, the contributors recommend giving teachers more freedom to create their own curricula to engage students. Some specific areas addressed include science education, curriculum development, mentoring, and the relationship between social exclusion and underachievement.

Övrig information

MICHAEL WORTON is Vice-Provost of University College, London.