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 ; New York :
Bloomsbury Academic,
2020.
|
| Schriftenreihe: | Bloomsbury critical education
|
| Schlagworte: | |
| Online-Zugang: | 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: | 1 online resource (vi, 288 pages). |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781350094284 1350094285 1350094269 9781350094277 1350094277 9781350094260 |
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| 245 | 0 | 0 | |a Course syllabi in faculties of education : |b bodies of knowledge and their discontents, international and comparative perspectives / |c edited by André Elias Mazawi and Michelle Stack. |
| 264 | 1 | |a London ; |a New York : |b Bloomsbury Academic, |c 2020. | |
| 300 | |a 1 online resource (vi, 288 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 0 | |a Bloomsbury critical education | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "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"-- |c Provided by publisher. | ||
| 505 | 0 | |a Intro -- Titlr Page -- Copyright Page -- Contents -- List of Illustrations -- Acknowledgments -- Chapter 1: Introduction: Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents -- Part One: Geopolitics of Knowledge -- Chapter 2: The Geopolitics of Knowledge and "the Abyssal Line": Mapping Teacher Education Syllabi in Canada -- Chapter 3: Comparing Course Syllabi from A to Z: Examining the Contexts, Contents, and Concerns for Social Foundations of Education in Australia and Zambia | |
| 505 | 8 | |a Chapter 4: Islamization and Indigenization of Faculties of Education in the Islamic Republic of Iran -- Part Two: Building "the House of Life" -- Chapter 5: Embodying Raven's Knowledge in Indigenous Teacher Education -- Chapter 6: Leçons de Ténèbres: Colonialism and Political Struggles over Teacher Education among Palestinians -- Chapter 7: Decolonizing the Concept of Pedagogy of Discomfort in Classrooms, Curriculum, and Syllabi -- Chapter 8: Centering Indigenous and Decolonizing Pedagogy: The Complexities, Tension, and Possibilities of Doing Spirit Work in Teacher Education | |
| 505 | 8 | |a Part Three: Intersectionalities in Context -- Chapter 9: Accreditation and the Standardization of Syllabi: Critical Reflections from the College of Education at Qatar University -- Chapter 10: Student Diversity and Discrimination in Indian Higher Education: Curricula Transformation for Civic Learning -- Chapter 11: Thinking through a Course on Educational Technology and Ableism: Implications for Syllabus Design -- Part Four: Challenging Relations -- Chapter 12: An Existential Dimension of the Syllabus in the Life of a Teacher | |
| 505 | 8 | |a Chapter 13: The Tension of "Othering" in Writing Course Syllabi in Saudi Arabia -- Chapter 14: Mending the (Cartesian) Split: Reflections on Offering a Pedagogy of Wellness to Teacher Candidates -- Chapter 15: Instructional Design and Pedagogy: Reconceptualizing Practices -- Chapter 16: Toward Provisional Conclusions: Intersections, Crossings, and Praxis: Syllabi and the Politics of Educational Articulation -- Notes on Contributors -- Index. | |
| 588 | |a Description based on online resource; title from digital title page (viewed on July 07, 2020). | ||
| 650 | 0 | |a Education |x Study and teaching (Higher) |v Cross-cultural studies. | |
| 650 | 0 | |a Lesson planning |v Cross-cultural studies. | |
| 650 | 0 | |a Teachers |x Training of |v Cross-cultural studies. | |
| 650 | 6 | |a Préparation de cours |v Études transculturelles. | |
| 650 | 6 | |a Enseignants |x Formation |v Études transculturelles. | |
| 650 | 7 | |a Educational strategies & policy. |2 bicssc | |
| 650 | 7 | |a Education |x Study and teaching (Higher) |2 fast | |
| 650 | 7 | |a Lesson planning |2 fast | |
| 650 | 7 | |a Teachers |x Training of |2 fast | |
| 653 | |a Syllabi | ||
| 655 | 7 | |a Cross-cultural studies |2 fast | |
| 700 | 1 | |a Mazawi, André Elias, |e editor. |0 http://id.loc.gov/authorities/names/n96079898 | |
| 700 | 1 | |a Stack, Michelle, |d 1967- |e editor. |0 http://id.loc.gov/authorities/names/n2015043457 | |
| 758 | |i has work: |a Course syllabi in faculties of education (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGHFTJXkyYpBGJ9HHbBbMP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Course syllabi in faculties of education |d London ; New York : Bloomsbury Academic, 2020. |z 9781350094253 |w (DLC) 2020009160 |
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| 938 | |a Askews and Holts Library Services |b ASKH |n AH37413942 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6198899 | ||
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1150825112 |
|---|---|
| _version_ | 1813901677762183168 |
| adam_text | |
| any_adam_object | |
| author2 | Mazawi, André Elias Stack, Michelle, 1967- |
| author2_role | edt edt |
| author2_variant | a e m ae aem m s ms |
| author_GND | http://id.loc.gov/authorities/names/n96079898 http://id.loc.gov/authorities/names/n2015043457 |
| author_facet | Mazawi, André Elias Stack, Michelle, 1967- |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1027 |
| callnumber-raw | LB1027.4 .C66 2020 |
| callnumber-search | LB1027.4 .C66 2020 |
| callnumber-sort | LB 41027.4 C66 42020 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | Intro -- Titlr Page -- Copyright Page -- Contents -- List of Illustrations -- Acknowledgments -- Chapter 1: Introduction: Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents -- Part One: Geopolitics of Knowledge -- Chapter 2: The Geopolitics of Knowledge and "the Abyssal Line": Mapping Teacher Education Syllabi in Canada -- Chapter 3: Comparing Course Syllabi from A to Z: Examining the Contexts, Contents, and Concerns for Social Foundations of Education in Australia and Zambia Chapter 4: Islamization and Indigenization of Faculties of Education in the Islamic Republic of Iran -- Part Two: Building "the House of Life" -- Chapter 5: Embodying Raven's Knowledge in Indigenous Teacher Education -- Chapter 6: Leçons de Ténèbres: Colonialism and Political Struggles over Teacher Education among Palestinians -- Chapter 7: Decolonizing the Concept of Pedagogy of Discomfort in Classrooms, Curriculum, and Syllabi -- Chapter 8: Centering Indigenous and Decolonizing Pedagogy: The Complexities, Tension, and Possibilities of Doing Spirit Work in Teacher Education Part Three: Intersectionalities in Context -- Chapter 9: Accreditation and the Standardization of Syllabi: Critical Reflections from the College of Education at Qatar University -- Chapter 10: Student Diversity and Discrimination in Indian Higher Education: Curricula Transformation for Civic Learning -- Chapter 11: Thinking through a Course on Educational Technology and Ableism: Implications for Syllabus Design -- Part Four: Challenging Relations -- Chapter 12: An Existential Dimension of the Syllabus in the Life of a Teacher Chapter 13: The Tension of "Othering" in Writing Course Syllabi in Saudi Arabia -- Chapter 14: Mending the (Cartesian) Split: Reflections on Offering a Pedagogy of Wellness to Teacher Candidates -- Chapter 15: Instructional Design and Pedagogy: Reconceptualizing Practices -- Chapter 16: Toward Provisional Conclusions: Intersections, Crossings, and Praxis: Syllabi and the Politics of Educational Articulation -- Notes on Contributors -- Index. |
| ctrlnum | (OCoLC)1150825112 |
| 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 |
| format | Electronic eBook |
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| genre | Cross-cultural studies fast |
| genre_facet | Cross-cultural studies |
| id | ZDB-4-EBA-on1150825112 |
| illustrated | Illustrated |
| indexdate | 2024-10-25T15:50:42Z |
| institution | BVB |
| isbn | 9781350094284 1350094285 1350094269 9781350094277 1350094277 9781350094260 |
| language | English |
| lccn | 2020009161 |
| oclc_num | 1150825112 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (vi, 288 pages). |
| psigel | ZDB-4-EBA |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Bloomsbury Academic, |
| record_format | marc |
| 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 ; New York : Bloomsbury Academic, 2020. 1 online resource (vi, 288 pages). text txt rdacontent computer c rdamedia online resource 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"-- Provided by publisher. Intro -- Titlr Page -- Copyright Page -- Contents -- List of Illustrations -- Acknowledgments -- Chapter 1: Introduction: Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents -- Part One: Geopolitics of Knowledge -- Chapter 2: The Geopolitics of Knowledge and "the Abyssal Line": Mapping Teacher Education Syllabi in Canada -- Chapter 3: Comparing Course Syllabi from A to Z: Examining the Contexts, Contents, and Concerns for Social Foundations of Education in Australia and Zambia Chapter 4: Islamization and Indigenization of Faculties of Education in the Islamic Republic of Iran -- Part Two: Building "the House of Life" -- Chapter 5: Embodying Raven's Knowledge in Indigenous Teacher Education -- Chapter 6: Leçons de Ténèbres: Colonialism and Political Struggles over Teacher Education among Palestinians -- Chapter 7: Decolonizing the Concept of Pedagogy of Discomfort in Classrooms, Curriculum, and Syllabi -- Chapter 8: Centering Indigenous and Decolonizing Pedagogy: The Complexities, Tension, and Possibilities of Doing Spirit Work in Teacher Education Part Three: Intersectionalities in Context -- Chapter 9: Accreditation and the Standardization of Syllabi: Critical Reflections from the College of Education at Qatar University -- Chapter 10: Student Diversity and Discrimination in Indian Higher Education: Curricula Transformation for Civic Learning -- Chapter 11: Thinking through a Course on Educational Technology and Ableism: Implications for Syllabus Design -- Part Four: Challenging Relations -- Chapter 12: An Existential Dimension of the Syllabus in the Life of a Teacher Chapter 13: The Tension of "Othering" in Writing Course Syllabi in Saudi Arabia -- Chapter 14: Mending the (Cartesian) Split: Reflections on Offering a Pedagogy of Wellness to Teacher Candidates -- Chapter 15: Instructional Design and Pedagogy: Reconceptualizing Practices -- Chapter 16: Toward Provisional Conclusions: Intersections, Crossings, and Praxis: Syllabi and the Politics of Educational Articulation -- Notes on Contributors -- Index. Description based on online resource; title from digital title page (viewed on July 07, 2020). Education Study and teaching (Higher) Cross-cultural studies. Lesson planning Cross-cultural studies. Teachers Training of Cross-cultural studies. Préparation de cours Études transculturelles. Enseignants Formation Études transculturelles. Educational strategies & policy. bicssc Education Study and teaching (Higher) fast Lesson planning fast Teachers Training of fast Syllabi Cross-cultural studies fast Mazawi, André Elias, editor. http://id.loc.gov/authorities/names/n96079898 Stack, Michelle, 1967- editor. http://id.loc.gov/authorities/names/n2015043457 has work: Course syllabi in faculties of education (Text) https://id.oclc.org/worldcat/entity/E39PCGHFTJXkyYpBGJ9HHbBbMP https://id.oclc.org/worldcat/ontology/hasWork Print version: Course syllabi in faculties of education London ; New York : Bloomsbury Academic, 2020. 9781350094253 (DLC) 2020009160 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2473689 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2473689 Volltext |
| spellingShingle | Course syllabi in faculties of education : bodies of knowledge and their discontents, international and comparative perspectives / Intro -- Titlr Page -- Copyright Page -- Contents -- List of Illustrations -- Acknowledgments -- Chapter 1: Introduction: Course Syllabi in Faculties of Education: Bodies of Knowledge and Their Discontents -- Part One: Geopolitics of Knowledge -- Chapter 2: The Geopolitics of Knowledge and "the Abyssal Line": Mapping Teacher Education Syllabi in Canada -- Chapter 3: Comparing Course Syllabi from A to Z: Examining the Contexts, Contents, and Concerns for Social Foundations of Education in Australia and Zambia Chapter 4: Islamization and Indigenization of Faculties of Education in the Islamic Republic of Iran -- Part Two: Building "the House of Life" -- Chapter 5: Embodying Raven's Knowledge in Indigenous Teacher Education -- Chapter 6: Leçons de Ténèbres: Colonialism and Political Struggles over Teacher Education among Palestinians -- Chapter 7: Decolonizing the Concept of Pedagogy of Discomfort in Classrooms, Curriculum, and Syllabi -- Chapter 8: Centering Indigenous and Decolonizing Pedagogy: The Complexities, Tension, and Possibilities of Doing Spirit Work in Teacher Education Part Three: Intersectionalities in Context -- Chapter 9: Accreditation and the Standardization of Syllabi: Critical Reflections from the College of Education at Qatar University -- Chapter 10: Student Diversity and Discrimination in Indian Higher Education: Curricula Transformation for Civic Learning -- Chapter 11: Thinking through a Course on Educational Technology and Ableism: Implications for Syllabus Design -- Part Four: Challenging Relations -- Chapter 12: An Existential Dimension of the Syllabus in the Life of a Teacher Chapter 13: The Tension of "Othering" in Writing Course Syllabi in Saudi Arabia -- Chapter 14: Mending the (Cartesian) Split: Reflections on Offering a Pedagogy of Wellness to Teacher Candidates -- Chapter 15: Instructional Design and Pedagogy: Reconceptualizing Practices -- Chapter 16: Toward Provisional Conclusions: Intersections, Crossings, and Praxis: Syllabi and the Politics of Educational Articulation -- Notes on Contributors -- Index. Education Study and teaching (Higher) Cross-cultural studies. Lesson planning Cross-cultural studies. Teachers Training of Cross-cultural studies. Préparation de cours Études transculturelles. Enseignants Formation Études transculturelles. Educational strategies & policy. bicssc Education Study and teaching (Higher) fast Lesson planning fast Teachers Training of fast |
| 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_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 | Education Study and teaching (Higher) Cross-cultural studies. Lesson planning Cross-cultural studies. Teachers Training of Cross-cultural studies. Préparation de cours Études transculturelles. Enseignants Formation Études transculturelles. Educational strategies & policy. bicssc Education Study and teaching (Higher) fast Lesson planning fast Teachers Training of fast |
| topic_facet | Education Study and teaching (Higher) Cross-cultural studies. Lesson planning Cross-cultural studies. Teachers Training of Cross-cultural studies. Préparation de cours Études transculturelles. Enseignants Formation Études transculturelles. Educational strategies & policy. Education Study and teaching (Higher) Lesson planning Teachers Training of Cross-cultural studies |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2473689 |
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