Bøger i Theorizing Education serien

A Pedagogy of Equality in a Time of Unrest addresses education and teaching as fundamental democratic forms of equality. It offers an alternative route for democracy and education and shows how particular shifts in ways of thinking and practising can lead to an education in favour of a democratic life for all.

A Dilemmatic Approach to Education offers a unique approach to educational theorizing that enriches the way we think about education.

Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.

A Pedagogy of Equality in a Time of Unrest addresses education and teaching as fundamental democratic forms of equality. It offers an alternative route for democracy and education and shows how particular shifts in ways of thinking and practising can lead to an education in favour of a democratic life for all.

Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project.

Manabi and Japanese Schooling considers the theory and practices behind the Japanese concept of Manabi, particularly as the progressive concept of learning in the globalised world. It seeks to provide educational visions of Manabi as an alternative concept of learning in the era of post-globalisation.

This edited volume brings together experts from across the field of education to explore how traditional pedagogic and didactic forms and processes are changing, or even disappearing, as a result of new technologies being used for education and learning.

Exploring the most significant challenges facing independent schools today, this book asks leading figures from education, economics, politics, philosophy and the arts to consider how schools are to respond to financial, moral, pastoral and academic challenges and so ensure their own survival, and the futures of the children they educate.

Anne Phelan demonstrates how curriculum theorizing can serve such an educational project by engaging concerns about subjectivity (human agency and action), society, and historical moment, thereby widening the field of insight in teacher education and informing debates about new trajectories for policy and practice. Exploring teacher education through ethical, political, aesthetic vocabularies, drawn from the Humanities, is vital at a time when the dehumanizing influences of performativity, standardization and accountability are evident in education systems across the world, and when we are in danger of losing the things that we most value and are the least measurable - relationships, independent thought, and ethical judgment.

Anne Phelan demonstrates how curriculum theorizing can serve such an educational project by engaging concerns about subjectivity (human agency and action), society, and historical moment, thereby widening the field of insight in teacher education and informing debates about new trajectories for policy and practice. Exploring teacher education through ethical, political, aesthetic vocabularies, drawn from the Humanities, is vital at a time when the dehumanizing influences of performativity, standardization and accountability are evident in education systems across the world, and when we are in danger of losing the things that we most value and are the least measurable - relationships, independent thought, and ethical judgment.

This edited collection focuses on the contextual presence of theory, the practices of doing theory, and refractions on and agendas for theory respectively. The contributors to the first volume from around the world reflect a range of perspectives and positions in the debate about the purpose and value of educational theory.