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Samuel Day Fassbinder

Samuel Day Fassbinder

GREENING THE ACADEMY: ECOPEDAGOGY THROUGH THE LIBERAL ARTS

Greening the Academy: Ecopedagogy through the liberal arts

Samuel Day Fassbinder (DeVry University, Chicago, USA), Anthony J. Nocella II (Hamline University, Saint Paul, Minnesota, USA) and Richard Kahn (Antioch University Los Angeles, USA) (Eds.)

Sense Publishers

2012 – 254 pages

Winner! 2013 Critics Choice Award from the American Educational Studies Association (AESA)

ISBN Paperback: 9789462090996 ($ 54.00)
ISBN Hardcover: 9789462091009 ($ 99.00)

Free Preview Greening the Academy

This is the academic Age of the Neoliberal Arts. Campuses—as places characterized by democratic debate and controversy, wide ranges of opinion typical of vibrant public spheres, and service to the larger society—are everywhere being creatively destroyed in order to accord with market and military models befitting the academic-industrial complex.

While it has become increasingly clear that facilitating the sustainability movement is the great 21st century educational challenge at hand, this book asserts that it is both a dangerous and criminal development today that sustainability in higher education has come to be defined by the complex-friendly “green campus” initiatives of science, technology, engineering and management programs.

By contrast, Greening the Academy: Ecopedagogy Through the Liberal Arts takes the standpoints of those working for environmental and ecological justice in order to critique the unsustainable disciplinary limitations within the humanities and social sciences, as well as provide tactical reconstructive openings toward an empowered liberal arts for sustainability.

Greening the Academy thus hopes to speak back with a collective demand that sustainability education be defined as a critical and moral vocation comprised of the diverse types of humanistic study that will benefit the well-being of our emerging planetary community and its numerous common locales.

Praise for this book:

“Critical, crucial, and challenging, this book initiates a dialogue essential to the survival of our planet and all the species on it, including our own. Ignored for far too long by leaders of the major social institutions around the world, this book poses the question of whether the academy will belatedly tackle the urgent policies and actions necessary to ameliorate the ecological destruction wrought by predatory capitalism. University Centers for Teaching and Learning should use this book to generate meaningful discussions of curriculum transformation wherever possible.” — Dr. Julie Andrzejewski, Co-Director, Social Responsibility Masters Program, St. CloudStateUniversity

“Breaks through barriers that continue to enervate higher education’s contribution to environmental education and ecological justice. By connecting radical “cognitive praxis” and authentic Indigenous perspectives to a variety of relevant topics, it offers educators motivation and maps for helping us all regain our lost balance before it is too late.” — Four Arrows, Editor of Unlearning the Language of Conquest: Scholars Expose Anti-Indianism in America

“This is an important and urgent book that represents a landmark for higher education. It is a book that must be heeded, and, more importantly acted upon.” — Dr. Peter McLaren, Author of Che Guevara, Paulo Freire, and the Pedagogy of Revolution

Greening the Academy

Greening the Academy

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Education, Democracy and Development

Education, Democracy and Development

EDUCATION, DEMOCRACY AND DEVELOPMENT: DOES EDUCATION CONTRIBUTE TO DEMOCRATISATION IN DEVELOPING COUNTRIES?

Education, Democracy and Development: does education contribute to democratisation in developing countries?

CLIVE HARBER & VUSI MNCUBE

2012 paperback 190 pages US$48.00
ISBN 978-1-873927-71-7

 

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Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.  

Contents

 

Preface

CHAPTER 1 Politics, Democracy and Political Development
Politics and Democracy; The Idea of Development; Political Development Theory; Democracy as Development; Conclusion

CHAPTER 2 Education, Democracy and Political Development
Education and Politics; Education and Democracy; Education and Democracy: is there any evidence?; Conclusion

CHAPTER 3 Education for Democracy?
Introduction; What Does a Democratic School Look Like?; India: Neel Bagh School and Sumavanam School; Ecuador: the Pestalozzi School; UNICEF Child Friendly Schools; Education Policy; Leadership, Management and Pupil Voice in Decision-Making in Schools; Curriculum, Learning and Teaching; Teacher Education and Professional Identity; Initial Teacher Education; In-service Teacher Education; Action Research and Reflective Practice in In-service Teacher Education; Taught Programmes in Education for Democratic Citizenship; Assessment; School Inspection: a case study; Conclusion

CHAPTER 4 Obstacles to Greater Democracy in Education
Introduction; The Bureaucratic Legacy in Schools in Developing Countries; The Authoritarian Legacy; Whole School Organisation, Ethos and Culture; School Discipline and Corporal Punishment; Classroom Methods and Assessment; Teacher Education; Politics, Resources and Culture; Conclusion

CHAPTER 5 The Roles of Education in Relation to Political Development: South Africa as a case study
Introduction: development goals for education in post-apartheid South Africa; Modernisation or Disorganisation?; Democracy and Peace or Authoritarianism and Violence?; A Democratic Curriculum?; Democratic Structures: school governing bodies; Continuing Non-Democratic Features of South African Education; Contradictions and Tensions in Post-apartheid Education and Development; Conclusion

CHAPTER 6 Democratic Educational Change?

References; Notes on the authors

 

Related titles

Languages and Education in Africa: a comparative and transdisciplinary analysis BIRGIT BROCK-UTNE, INGSE SKATTUM

Research and Evaluation for Educational Development: learning from the PRISM experience in Kenya MICHAEL CROSSLEY, ANDREW HERRIOT, JUDITH WAUDO, MIRIAM MWIROTSI, KEITH HOLMES, MAGDALLEN JUMA

Teacher Education in Sub-Saharan Africa: closer perspectives ROSARII GRIFFIN

State of Transition: post-apartheid educational reform in South Africa CLIVE HARBER

The Changing Landscape of Education in Africa: quality, equality and democracy DAVID JOHNSON

Globalisation, Enterprise and Knowledge: education, training and development in Africa KENNETH KING, SIMON McGRATH

Developing Schools for Democracy in Europe: an example of trans-European co-operation in education JOHN SAYER

Learning Democracy and Citizenship: international experiences MICHELE SCHWEISFURTH, LYNN DAVIES, CLIVE HARBER

Teachers, Democratisation and Educational Reform in Russia and South Africa MICHELE SCHWEISFURTH

Political and Citizenship Education: international perspectives STEPHANIE WILDE

Low-fee Private Schooling: aggravating equity or mitigating disadvantage? PRACHI SRIVASTAVA

 

SYMPOSIUM BOOKS
PO Box 204, Didcot, Oxford OX11 9ZQ, United Kingdom
info@symposium-books.co.uk

Specialist publishers of Comparative and International Education.
Please see our online catalogue at www.symposium-books.co.uk for bibliographical details, contents pages, and a secure order form.

 

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Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=GLjxeHvvhJQ (live, at the Belle View pub, Bangor, north Wales); and at http://www.youtube.com/watch?v=YkP_Mi5ideo (new remix, and new video, 2012)  

‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8

 

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Joanna Swann's New Book

LEARNING, TEACHING AND EDUCATION RESEARCH IN THE 21st CENTURY

Learning, Teaching and Education Research in the 21st Century: An Evolutionary Analysis of the Role of Teachers

By Joanna Swann

http://www.continuumbooks.com

Publication dates: 22 December 2011 in theUK; 23 February 2012 in theUSA

ISBN:  9781441163172 (paperback); 9781441161260 (hardcover)

Learning, Teaching and Education Research in the 21st Century: An Evolutionary Analysis of the Role of Teachers draws on Karl Popper’s evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide. Joanna Swann argues that to promote the growth of learning we need to encourage children and adolescents to exercise and develop their facility for creativity and criticality, and that we need to provide and maintain environments in which they can safely engage in self-initiated and self-directed exploratory activity. In accessible and engaging language, the author presents philosophical arguments that support the defence and development of non-authoritarian approaches to learning and teaching that can be used by individuals and groups working in or outside state-funded schools. In particular, she provides tried-and-tested guidelines for student-initiated curricula and a problem-based methodology for professional development and action research.

Joanna Swann is a Popperian philosopher of learning and method, known internationally for her innovative theoretical and practical explorations of the implications of evolutionary epistemology for teaching and education research. Formerly a Principal Lecturer at the University of Brighton, UK, she is now a freelance author.

 

Contents

Acknowledgements \ 1. The Purpose of this Book \ Part I: Learning \ 2. The Challenge of an Evolutionary Analysis of Learning \ 3. What Happens When We Learn \ 4. Addressing Some Problematic Ideas About Learning \ Part II: Encouraging Learning \ 5. What Promotes and What Inhibits Learning \ 6. Against the Intensive Use of Prescribed Curricula with Children and Adolescents \ 7. Developing Student-Initiated Curricula \ Part III: Developing Teaching \ 8. Research and the Development of Teaching \ 9. Developing a Popperian Science of School Teaching \ 10. Improving Our Practices as Teachers \ 11. Teaching for a Better World \ References \ Publisher Acknowledgements \ Index

 

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