Course syllabi in faculties of education: bodies of knowledge and their discontents, international and comparative perspectives
"Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countr...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London
Bloomsbury Academic
2020
|
| Schriftenreihe: | Bloomsbury critical education
|
| Schlagworte: | |
| Online-Zugang: | BSB01 Volltext |
| Zusammenfassung: | "Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the "geopolitics of knowledge". Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education." |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | 1 Online-Ressource (287 Seiten) Illustrationen |
| ISBN: | 9781350094277 9781350094284 9781350094260 |
| DOI: | 10.5040/9781350094277 |
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| 650 | 4 | |a Educational strategies & policy / bicssc | |
| 650 | 4 | |a Education / Study and teaching (Higher) / Cross-cultural studies | |
| 650 | 4 | |a Lesson planning / Cross-cultural studies | |
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| ctrlnum | (ZDB-162-ECT)9781350094277 (OCoLC)1164660554 (DE-599)BVBBV046792433 |
| dewey-full | 371.3028 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.3028 |
| dewey-search | 371.3028 |
| dewey-sort | 3371.3028 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Soziologie |
| discipline_str_mv | Pädagogik Soziologie |
| doi_str_mv | 10.5040/9781350094277 |
| format | Electronic eBook |
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| id | DE-604.BV046792433 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T14:53:20Z |
| indexdate | 2024-07-10T08:53:58Z |
| institution | BVB |
| isbn | 9781350094277 9781350094284 9781350094260 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032201362 |
| oclc_num | 1164660554 |
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| physical | 1 Online-Ressource (287 Seiten) Illustrationen |
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| publishDate | 2020 |
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| publisher | Bloomsbury Academic |
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| series2 | Bloomsbury critical education |
| spelling | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives edited by André Elias Mazawi and Michelle Stack London Bloomsbury Academic 2020 1 Online-Ressource (287 Seiten) Illustrationen txt rdacontent c rdamedia cr rdacarrier Bloomsbury critical education Includes bibliographical references and index "Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the "geopolitics of knowledge". Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education." Educational strategies & policy / bicssc Education / Study and teaching (Higher) / Cross-cultural studies Lesson planning / Cross-cultural studies Teachers / Training of / Cross-cultural studies Mazawî, André Elias (DE-588)1042172153 edt Stack, Michelle 1967- edt Erscheint auch als Druck-Ausgabe 978-1-3500-9425-3 https://doi.org/10.5040/9781350094277 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives Educational strategies & policy / bicssc Education / Study and teaching (Higher) / Cross-cultural studies Lesson planning / Cross-cultural studies Teachers / Training of / Cross-cultural studies |
| title | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives |
| title_auth | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives |
| title_exact_search | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives |
| title_exact_search_txtP | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives |
| title_full | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives edited by André Elias Mazawi and Michelle Stack |
| title_fullStr | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives edited by André Elias Mazawi and Michelle Stack |
| title_full_unstemmed | Course syllabi in faculties of education bodies of knowledge and their discontents, international and comparative perspectives edited by André Elias Mazawi and Michelle Stack |
| title_short | Course syllabi in faculties of education |
| title_sort | course syllabi in faculties of education bodies of knowledge and their discontents international and comparative perspectives |
| title_sub | bodies of knowledge and their discontents, international and comparative perspectives |
| topic | Educational strategies & policy / bicssc Education / Study and teaching (Higher) / Cross-cultural studies Lesson planning / Cross-cultural studies Teachers / Training of / Cross-cultural studies |
| topic_facet | Educational strategies & policy / bicssc Education / Study and teaching (Higher) / Cross-cultural studies Lesson planning / Cross-cultural studies Teachers / Training of / Cross-cultural studies |
| url | https://doi.org/10.5040/9781350094277 |
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