| TÃtulo : |
The Meaning of Criticality in Education Research : Reflecting on Critical Pedagogy |
| Tipo de documento: |
documento electrónico |
| Autores: |
Simpson, Ashley, ; Dervin, Fred, |
| Mención de edición: |
1 ed. |
| Editorial: |
[s.l.] : Springer |
| Fecha de publicación: |
2020 |
| Número de páginas: |
XIII, 228 p. 6 ilustraciones |
| ISBN/ISSN/DL: |
978-3-030-56009-6 |
| Nota general: |
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. |
| Idioma : |
Inglés (eng) |
| Palabras clave: |
Métodos de investigación en educación |
| Clasificación: |
370.1 |
| Resumen: |
Este libro explora y problematiza lo que significa ser "crÃtico" en la investigación educativa. Al reunir capÃtulos de diversas perspectivas globales, este volumen tiene como objetivo estimular el diálogo sobre los posibles significados de la criticidad en la investigación educativa. Al hacerlo, cuestionan por qué la criticidad se ha convertido en una parte tan esencial de la educación y qué esperan los investigadores de ella. El libro abre y cuestiona algunas de las deficiencias de la criticidad en la investigación educativa: en última instancia, no es un término global, pero a menudo crea un falso binario entre Oriente y Occidente. Al ofrecer una trayectoria alternativa a las narrativas educativas en torno a la criticidad, este libro será de interés y valor para los estudiosos de la pedagogÃa crÃtica y la educación comparada. Ashley Simpson es profesora adjunta en la Universidad de Finanzas y EconomÃa de Shanghai, China. Su investigación se especializa en educación intercultural, teorÃas y métodos del discurso y enfoques crÃticos de la democracia. Fred Dervin es profesor de Educación Multicultural en la Universidad de Helsinki, Finlandia. También ocupa cátedras honorarias y visitantes en Australia, Canadá, China, Luxemburgo, Malasia y Suecia. Se especializa en educación en comunicación intercultural, sociologÃa del multiculturalismo y movilidad estudiantil y académica. |
| Nota de contenido: |
1. Introduction: Beyond Impotent Criticality in Education Research? -- Part I. Reflecting on and Defining Criticality in Education -- 2. Developing Anglo-Centred Academic Literacy: Problematizing Understandings of Criticality -- 3. Criticality Within the "École de la République": A Study of a French Educational Programme Based on Scientific Research -- 4. Reflections on Narratives of Other's Lives in Critical Educational Research -- Part II. Beyond Just Criticality? -- 5. Critical Online Learning Networks of Teachers: Communality and Collegiality as Contingent Elements -- 6. Moving Forward with Poetry Lessons: Exploring How Poetry Can Stimulate Creativity and Criticality in English Secondary Schools -- Part III. Different Ways of 'Doing' Criticality in Education (Research) -- 7. Historical Bodies and Spaces in Criticality Practices: Revisiting Interview Data from Upper Secondary History Classrooms in Sweden, Russia and Australia -- 8. A Practitioner-Research Study of Criticality Development in an Academic English Language Programme -- 9. Afterword: Beyond the Naïve Mantra of Criticality in Education (Research)?. |
| Tipo de medio : |
Computadora |
| Summary : |
This book explores, and problematises, what it means to be 'critical' in education research. Drawing together chapters from diverse global perspectives, this volume aims to stimulate dialogue about possible meanings of criticality in education research. In doing so, they question why criticality has become such an essential part of education, and what researchers expect of it. The book opens up and contests some of the deficiencies of criticality in education research: ultimately it is not a global term, but often creates a false binary between East and West. Offering an alternative trajectory to educational narratives surrounding criticality, this book will be of interest and value to scholars of critical pedagogy and comparative education. Ashley Simpson is Assistant Professor at Shanghai University of Finance and Economics, China. His research specialises in intercultural education, discourse theories and methods, and critical approaches todemocracy. Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland. He also holds honorary and visiting professorships in Australia, Canada, China, Luxembourg, Malaysia and Sweden. He specialises in intercultural communication education, the sociology of multiculturalism and student and academic mobility. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
The Meaning of Criticality in Education Research : Reflecting on Critical Pedagogy [documento electrónico] / Simpson, Ashley, ; Dervin, Fred, . - 1 ed. . - [s.l.] : Springer, 2020 . - XIII, 228 p. 6 ilustraciones. ISBN : 978-3-030-56009-6 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés ( eng)
| Palabras clave: |
Métodos de investigación en educación |
| Clasificación: |
370.1 |
| Resumen: |
Este libro explora y problematiza lo que significa ser "crÃtico" en la investigación educativa. Al reunir capÃtulos de diversas perspectivas globales, este volumen tiene como objetivo estimular el diálogo sobre los posibles significados de la criticidad en la investigación educativa. Al hacerlo, cuestionan por qué la criticidad se ha convertido en una parte tan esencial de la educación y qué esperan los investigadores de ella. El libro abre y cuestiona algunas de las deficiencias de la criticidad en la investigación educativa: en última instancia, no es un término global, pero a menudo crea un falso binario entre Oriente y Occidente. Al ofrecer una trayectoria alternativa a las narrativas educativas en torno a la criticidad, este libro será de interés y valor para los estudiosos de la pedagogÃa crÃtica y la educación comparada. Ashley Simpson es profesora adjunta en la Universidad de Finanzas y EconomÃa de Shanghai, China. Su investigación se especializa en educación intercultural, teorÃas y métodos del discurso y enfoques crÃticos de la democracia. Fred Dervin es profesor de Educación Multicultural en la Universidad de Helsinki, Finlandia. También ocupa cátedras honorarias y visitantes en Australia, Canadá, China, Luxemburgo, Malasia y Suecia. Se especializa en educación en comunicación intercultural, sociologÃa del multiculturalismo y movilidad estudiantil y académica. |
| Nota de contenido: |
1. Introduction: Beyond Impotent Criticality in Education Research? -- Part I. Reflecting on and Defining Criticality in Education -- 2. Developing Anglo-Centred Academic Literacy: Problematizing Understandings of Criticality -- 3. Criticality Within the "École de la République": A Study of a French Educational Programme Based on Scientific Research -- 4. Reflections on Narratives of Other's Lives in Critical Educational Research -- Part II. Beyond Just Criticality? -- 5. Critical Online Learning Networks of Teachers: Communality and Collegiality as Contingent Elements -- 6. Moving Forward with Poetry Lessons: Exploring How Poetry Can Stimulate Creativity and Criticality in English Secondary Schools -- Part III. Different Ways of 'Doing' Criticality in Education (Research) -- 7. Historical Bodies and Spaces in Criticality Practices: Revisiting Interview Data from Upper Secondary History Classrooms in Sweden, Russia and Australia -- 8. A Practitioner-Research Study of Criticality Development in an Academic English Language Programme -- 9. Afterword: Beyond the Naïve Mantra of Criticality in Education (Research)?. |
| Tipo de medio : |
Computadora |
| Summary : |
This book explores, and problematises, what it means to be 'critical' in education research. Drawing together chapters from diverse global perspectives, this volume aims to stimulate dialogue about possible meanings of criticality in education research. In doing so, they question why criticality has become such an essential part of education, and what researchers expect of it. The book opens up and contests some of the deficiencies of criticality in education research: ultimately it is not a global term, but often creates a false binary between East and West. Offering an alternative trajectory to educational narratives surrounding criticality, this book will be of interest and value to scholars of critical pedagogy and comparative education. Ashley Simpson is Assistant Professor at Shanghai University of Finance and Economics, China. His research specialises in intercultural education, discourse theories and methods, and critical approaches todemocracy. Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland. He also holds honorary and visiting professorships in Australia, Canada, China, Luxembourg, Malaysia and Sweden. He specialises in intercultural communication education, the sociology of multiculturalism and student and academic mobility. |
| Enlace de acceso : |
https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] |
|  |
Crear una solicitud de compra Refinar búsqueda
