A provocative response to the idea of the teacher as a ‘fellow learner," this book argues quite simply that teaching matters for education. Internationally renowned-philosopher Gert Biesta argues agai
A provocative response to the idea of the teacher as a ‘fellow learner," this book argues quite simply that teaching matters for education. Internationally renowned-philosopher Gert Biesta argues agai
Many educational practices are based upon ideas about what it means to be human. Thus education is conceived as the production of particular subjectivities and identities such as the rational person,
With so much technical information about research methods it is easy to lose sight of the bigger picture of why we carry out educational research and where and how research might contribute to the imp
This is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it,
This is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it,
The widespread use of the measurement of educational outcomes in order to compare the performance of education within and across countries seems to express a real concern for the quality of education.
Biesta (education, U. of Stirling, UK) considers what constitutes good education, with a focus on its purpose, ends, and values rather than its efficiency or effectiveness of processes, and how the qu
This volume gives educational theorists the chance to let rip and say what they really want to say. In doing so it sends a blast of fresh air through the dusty halls of academe. The vast majority of t
This volume offers an overview of the pragmatic understanding of knowledge and the acquisition of knowledge, and its implications for the conduct of educational research. Pragmatism and Educational Re
Recent worldwide education policy has reinvented teachers as agents of change and professional development of the school curriculum. Academic literature has analyzed changes in how teacher professiona
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approa
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approa
Combining new and previously published material, education scholars Peters (U. of Illinois-Urbana-Champaign) and Biesta (U. of Stirling, Scotland) survey the reception of French philosopher Jacques De
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professional
Making a Difference in Theory brings together original work from an international group of authors on the roles of theory in educational research and practice. The book discusses the different roles t
Making a Difference in Theory brings together original work from an international group of authors on the roles of theory in educational research and practice. The book discusses the different roles t
Bringing together the work of international experts in the field, and two interviews with Derrida himself, this book provides a key to the reflections that Derrida's work has prompted on all aspects o
Never before published, this book features George Herbert Mead's illuminating lectures on the Philosophy of Education at the University of Chicago during the early 20th century. These lectures provide
`By showing how the relationship between education and emancipation can be thought of as political, rather than psychological or sociological, Bingham and Biesta put into question many received educat
Like many ideas that inform policy, practice and research, ‘transition’ has many meanings. Children make a transition to adulthood, pupils move from primary to secondary school, and there is then a mo
Like many ideas that inform policy, practice and research, ‘transition’ has many meanings. Children make a transition to adulthood, pupils move from primary to secondary school, and there
Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing up
American pragmatist philosopher Mead (1863-1931) is not as well known for a philosophy of education as his contemporaries, and never wrote a book about it, but he did teach a course in it at the Unive
This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art,
This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art,
Through a combination of theoretical development, methodological reflection and empirical case study, this book provides new insights in the complexities of learning in the context of the ongoing stru
What is the role of narrative in how people learn throughout their lives?Are there different patterns and forms of narrativity? How do they influence learning?Based on data gathered for the Learning L
