Gotowe bibliografie tematyczne / Radical education

Gotowa bibliografia na temat „Radical education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 stycznia 2023

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Artykuły w czasopismach na temat "Radical education"

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Anderson, Gary. "Radical Education". Performance Research 23, nr 4-5 (4.07.2018): 60–64. http://dx.doi.org/10.1080/13528165.2018.1519328.

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Lichtenstein, Peter M. "Radical Liberalism and Radical Education." American Journal of Economics and Sociology 44, nr 1 (styczeń 1985): 39–53. http://dx.doi.org/10.1111/j.1536-7150.1985.tb01885.x.

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Lister, Ian, i Nigel Wright. "Assessing Radical Education". British Journal of Educational Studies 38, nr 4 (listopad 1990): 395. http://dx.doi.org/10.2307/3121038.

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Sexton, Stuart. "Radical Education Reform". Journal of Education 176, nr 2 (kwiecień 1994): 1–5. http://dx.doi.org/10.1177/002205749417600202.

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Mendel‐Reyes, Meta. "Radical Democratic Education". Review of Education, Pedagogy, and Cultural Studies 19, nr 2-3 (styczeń 1997): 225–44. http://dx.doi.org/10.1080/1071441970190205.

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Gordon, Jane Anna. "Symposium on Radical Education". Radical Philosophy Review 5, nr 1 (2002): 96–100. http://dx.doi.org/10.5840/radphilrev200251/28.

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Mayes, Eve. "Radical reform and reforming radicals in Australian schooling". History of Education Review 48, nr 2 (26.09.2019): 156–70. http://dx.doi.org/10.1108/her-07-2018-0017.

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Purpose The purpose of this paper is to consider historical shifts in the mobilisation of the concept of radical in relation to Australian schooling. Design/methodology/approach Two texts composed at two distinct points in a 40-year period in Australia relating to radicalism and education are strategically juxtaposed. These texts are: the first issue of the Radical Education Dossier (RED, 1976), and the Attorney General Department’s publication Preventing Violent Extremism and Radicalisation in Australia (PVERA, 2015). The analysis of the term radical in these texts is influenced by Raymond Williams’s examination of particular keywords in their historical and contemporary contexts. Findings Across these two texts, radical is deployed as adjective for a process of interrogating structured inequalities of the economy and employment, and as individualised noun attached to the “vulnerable” young person. Social implications Reading the first issue of RED alongside the PVERA text suggests the consequences of the reconstitution of the role of schools, teachers and the re-positioning of certain young people as “vulnerable”. The juxtaposition of these two texts surfaces contemporary patterns of the therapeutisation of political concerns. Originality/value A methodological contribution is offered to historical sociological analyses of shifts and continuities of the role of the school in relation to society.
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Oakes, Jeannie, i John Rogers. "Radical change through radical means: learning power". Journal of Educational Change 8, nr 3 (21.04.2007): 193–206. http://dx.doi.org/10.1007/s10833-007-9031-0.

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Schoenfeld, Alan H. "Radical Constructivism and the Pragmatics of Instruction". Journal for Research in Mathematics Education 23, nr 3 (maj 1992): 290–95. http://dx.doi.org/10.5951/jresematheduc.23.3.0290.

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Radical Consfructivism in Mathematics Education contains a dozen attempts to deal with one of the most difficult philosophical and pedagogical issues of our time, the reconciliation of a radical constructivist perspective with the demands of individual and classroom instruction. To see why these problems are so difficult, we begin by identifying what distinguishes the radicals represented in this book from their mainstream counterparts.
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Kirkman, Sandy. "A radical approach to education". Nursing Standard 4, nr 50 (5.09.1990): 37–39. http://dx.doi.org/10.7748/ns.4.50.37.s42.

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Rozprawy doktorskie na temat "Radical education"

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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.

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This thesis combines ideas from disability studies and inclusive education debates, as well as critiques of mainstream schooling from critical pedagogy (e.g. Freire, 1972a; McLaren, 2009) and progressive education approaches (e.g. Darling & Nordenbo, 2002; Holt, 1983) to suggest a framework of radical inclusive pedagogy. The imperative for developing this framework is based on two main arguments; firstly, I argue for the understanding of education as a political process that can serve to reify or challenge the social order (Freire, 1972b; Giroux, 1981; McLaren, 2009). This view shifts debates about (inclusive) education from technical issues of resources and teaching methods to political and value-laden questions about the goals and aims of education (Slee, 1997). Secondly, adopting the social model assertion that disability is not an individual trait but rather the result of social processes of disablement (Oliver, 1990a; Thomas, 1999), I argue that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and to foster pedagogical practices that promote rhizomatic relations of interdependency (Allan, 2008; Goodley, 2007a; Kittay, Jennings, & Wasunna, 2005), rather than focusing on independence and rationality. A key aspect of the thesis is its prefigurative approach, which stresses the need to simultaneously resist the social order and build alternatives from within (Gordon, 2008). This leads to the argument that the disabled people’s movement is in itself a site of radical inclusive pedagogy, as it supports disabled people in analysing social structures in order to resist their oppression. Further, the insistence on prefigurative research meant looking for ways to engage with disabled students in ways that resist the adult-child hierarchies of the school. The use of playful creative methods (including art, drama and comics) in workshops that were aimed at designing “the best school in the world” allowed for more flexible power relations, and provided an accessible context to foster participants’ engagement in reflexive discussions about social norms and values, thus transgressing the primacy of language and rationality in educational research. Findings from interviews with activists in the disabled people’s movement and from the ethnographic work in a “special needs unit” within a mainstream school were synthesised to suggest four key aspects of radical inclusive pedagogy: the need to value difference and resist practices that seek to make all students follow a uniform, linear and predefined educational path; the need to understand education as a complex and on-going relational process that values interdependence rather than independence; the need to contextualise learning in diverse aspects of experience as a way of supporting conscientization and accessibility; and the need to promote dialogue between teachers and students and resist authoritarian school practices.
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Gander, Lois E. "The radical promise of public legal education in Canada". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0020/MQ47126.pdf.

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Martin, Quentin Ellis. "The forgotten radical: Hamlin Garland and the Populist revolt /". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487853913101322.

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Fischer, Maria Clara. "Radical trade union education in practice? A study of CUT's Education Programme on Collective Bargaining". Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363653.

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Hennell, Cheryl. "Radical or incremental curriculum development in higher education : going the distance". Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416910.

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Coben, Diana. "Radical heroes : Gramsci, Freire and the liberal tradition in adult education". Thesis, University of Kent, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315016.

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Stewart, Colin. "Educational extremism : the function and failure of radical theory". Thesis, University of Aberdeen, 1994. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU067391.

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The thesis opens with a discussion of the need or otherwise for radical intervention in educational theory and practice, and the manner in which such, when it occurs, may be interpreted as 'extremism', seriously disabling any contribution that the radical might make. It is proposed that a series of confrontations with reality, in the form of specific incidents, comprise the fundamental building blocks of an individual's experience. An analysis is presented of the manner in which the confrontation between an individual and an incident develops; this includes the development of extremism. The resultant schema is of relevance to the entire thesis. Having argued that there is a real problem (when radicals, in confronting reality, see some people as marginalised and attempt to help them, they themselves are marginalised and rendered ineffectual), the thesis proceeds to look more closely at radicals. In an attempt to clarify the situation, a detailed description is offered of the factors responsible for the genesis of the radical: whence comes his or her philosophy? Notwithstanding the legitimacy (in the opinion of the thesis) of the radicals' reaction to reality, it appears, as has been noted, that their voices are not heard. The mechanisms that produce this deafness in society are discussed, and the manner in which many individuals who are aware of the unjust marginalisation of some groups nevertheless become passive and inert before a problem that is, they feel, too great for them. Fundamental to this inertia is the ultimate acceptance of a vision of the person which tolerates inequity and injustice so long as they are features of someone else's experience. Opposed to this inertia, radicals seek to accompany marginalised individuals and groups.
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Scally, Dorothy Butler. "Personal sexual story : a radical vehicle for transformative learning in adult education". Thesis, University of Glasgow, 2000. http://theses.gla.ac.uk/5184/.

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This thesis identifies personal sexuality as a significant and crucial site for transformative adult learning. Personal sexuality is shown to be an important adult problematic vital for individual and social transformation. Adult education of the radical/transformative tradition professes to respond to adult learning needs through a process of liberative critical reflection. However, the thesis shows that personal sexuality is an adult learning domain which, in fact, is largely overlooked both in theory and in practice by adult education. The study is cross-disciplinary. Its theoretical framework is drawn from theories of transformative learning in adult education together with psychological, sociological and feminist theories of personal development and social relations. Based on original, qualitative case study fieldwork, the findings from the personal and stories of seventy six participants reveal a hitherto secret and complex swathe of interconnecting learning strands. These strands are shown to operate throughout different life transitions and extend to encompass the next generation and the wider community. The issue of communicative competence in relation to personal sexuality emerges as central to participants’ relational concerns, learning, agendas, intergenerational educational roles, work roles and to their capacities for transformative action. Major themes in childhood and adolescent learning reveal patterns of sexual repression and oppression as de facto key constituents in the psycho-cultural construction of personal sexual identity. These themes show that the culture of sexual silence, initiated in childhood learning, is maintained in adult relationships of intimacy and contributes to further embedding oppressive gender relations in the socio-cultural fabric to the detriment of both sexes and of society. Major themes of adult sexual experience are identified as relating to a) self-image and sexual self-esteem; b) the challenges of intimate partnerships and changes in relationships; c) parenting and the inter-generational tendency to reproduce personal sexual learning.
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Warner, Carol. "Peace education in Hiroshima : problems of a radical movement in post-1945 Japan /". Title page, contents and introduction only, 1989. http://web4.library.adelaide.edu.au/theses/09AR/09arw279.pdf.

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Morrow, Lucy. "An innovative, disruptive & radical mission : leadership & change in Welsh higher education". Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/72351/.

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Since the onset of Welsh devolution, the higher education (HE) sector in Wales has experienced a number of policy-led developments. One of these developments includes the strategic expansion of HE-level, Welsh-medium provision across Wales’ HE institutions. This development is being spearheaded by a new language promotion and planning agency, Y Coleg Cymraeg Cenedlaethol (the Coleg). If the Coleg implements this development successfully, then this development can play an important role in ensuring the lasting vibrancy of the Welsh language and the long-term success of the Welsh Government’s Welsh language and Welsh-medium education strategies. This thesis presents the results of an investigation into the Coleg and its language planning role. Because of the Coleg’s age, it is too early to evaluate whether it can successfully implement its language planning aims in toto. Instead, this investigation has evaluated the ways in which the Coleg’s leadership approach the challenges associated with Welsh language provision planning at the HE-level, and whether these collective patterns of response are conducive to effective language planning. The result of the investigation appears to be the first known organisational and leadership analysis of the Coleg. The Coleg is comprised primarily of university-based academics who have taken on a number of different leadership roles both within the Coleg and within the universities in order to ensure that Welsh-medium higher education can be developed. This thesis provides an analysis of these academic leaders’ organisational structure and their collective response to the challenges associated with the development of Welsh-medium higher education. This analysis can be used as a basis for future research into the Coleg, Welsh-medium higher education, and Welsh Government language planning. In addition, the thesis concludes with a list of recommendations that are intended to enhance these academics’ leadership by highlighting areas of strength and identifying opportunities for growth.
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Książki na temat "Radical education"

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Radical socioeducational analysis. New York, NY: Irvington Publishers, 1985.

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Tom, Lovett, red. Radical approaches to adult education. London: Routledge, 1988.

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von, Glasersfeld Ernst, red. Radical constructivism in mathematics education. Dordrecht, The Netherlands: Kluwer Academic, 1991.

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Von Glasersfeld, Ernst, red. Radical Constructivism in Mathematics Education. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47201-5.

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Sheffield City Polytechnic. Department of Education Services., red. Education vouchers: The radical approach to educational reform? Sheffield: PAVIC Publications, 1985.

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Evans, Brendan. Radical adult education: A political critique. London: Croom Helm, 1987.

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The education of a reluctant radical. New York (260 W. 21st St., New York 10011): Topical Books, 1992.

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The education of a reluctant radical. New York (260 W. 21st St., New York 10011): Topical Books, 1992.

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Radical adult education: A political critique. Beckenham: Croom Helm, 1987.

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Burgos, Daniel, i Jako Olivier, red. Radical Solutions for Education in Africa. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4099-5.

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Części książek na temat "Radical education"

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Charkin, Emily, i Judith Suissa. "Radical Education". W Routledge Handbook of Radical Politics, 391–404. New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315619880-32.

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Rousseau, Grégoire, i Nora Sternfeld. "Educating the Commons and Commoning Education: Thinking Radical Education with Radical Technology". W Post-Digital, Post-Internet Art and Education, 117–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_7.

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AbstractAll over the world, education—which could be understood as a universal right and public good—is facing processes of economization and privatization. Technology—which could be understood as a common means of production, collaboratively developed—is taken away from the public and put into corporate hands. This article is designed as a conversation investigating the question of shared and common knowledge from the perspectives of an educator and an engineer, respectively. The dialogue explores necessary convergences in radical practices of commoning, and possible future strategies for education and Open Technology. It asks how new models can challenge the neoliberal agenda and move away from established policies, and how a collective re-appropriation of the means of production could emerge within a post-digital society.
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Russell, Gale. "Risk and Risk Education". W Transreform Radical Humanism, 201–13. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-074-5_9.

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Gleadle, Kathryn. "Education". W Radical Writing on Women, 1800–1850, 61–76. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230286702_4.

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Eaude, Tony. "Primary Education". W A Generation of Radical Educational Change, 43–54. Abingdon, Oxon; New York, NY: Routledge is an imprint of: Routledge, 2015. http://dx.doi.org/10.4324/9781315673417-4.

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Ricard, Michel, Aravella Zachariou i Daniel Burgos. "Digital Education, Information and Communication Technology, and Education for Sustainable Development". W Radical Solutions and eLearning, 27–39. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4952-6_2.

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Hunter, Mary Ann, Arnold Aprill, Allen Hill i Sherridan Emery. "Towards a Radical Compliance". W Education, Arts and Sustainability, 95–107. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7710-4_8.

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Walshe, Gráinne. "Radical Constructivism—von Glasersfeld". W Springer Texts in Education, 359–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_24.

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Platt, Len. "Early Joyce and radical education". W James Joyce and Education, 51–66. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Literature and education: Routledge, 2020. http://dx.doi.org/10.4324/9781003016045-4.

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Barr, Jean. "Adult Education and Radical Museology". W Adult Education, Museums and Art Galleries, 27–37. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-687-3_3.

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Streszczenia konferencji na temat "Radical education"

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Handy, Grace. "Enabling Radical Inclusion: Girls of Color Reimagine Inclusive Education". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443064.

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Furht, Borko, R, Williams i Oge Marques. "RADICAL UNIVERSITY ARRANGEMENTS TO CREATE ENTREPRENEURIAL UNIVERSITY". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2110.

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Huang, Yuchen. "Water Interception and Radical Reform Mathematical Models". W 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.362.

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Bennett, Audrey. "Towards radical synergy for more just and equitable futures". W LearnxDesign 2021: Engaging with challenges in design education. Design Research Society, 2021. http://dx.doi.org/10.21606/drs_lxd2021.02.188.

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Agustin, Eka Francisca Fitri, i Suwarna Suwarna. "Mimicry and Radical Resistance in Novel Saman". W Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icollite-18.2019.19.

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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education". W 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.

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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.
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Hosseini-Eckhardt, Nushin, i Leicy Esperanza Valenzuela Retamal. "RADICAL PRESENT AND REFLEXIVE CONNECTIONS. DIDACTICAL APPROACHES TO ALIENATED SPACES". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end150.

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Our starting position is the observation of disappearing public spaces and due to that an increasing alienation in social structures (the global pandemic situation having accelerated this). From two different fields of pedagogy (philosophy of education and performative arts) we aim to set up didactical approaches that give a counterbalance to those tendencies. Especially growing possibilities and challenges of digital formats lead us to a pedagogy of the “Radical Present“. On the basis of our previous theoretical research and practical work in schools and workshops we want to discuss and apply concepts and methods of “Reflexive Connections“ and „Whole-Body-Performances“ as ways of initiating experiences in pedagogical settings. Anyone who shares the interest of finding ways of connection as a joint democratic idea is welcome to participate e.g. teachers, graduate students, masters or doctoral students, researchers and others (8-12).
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P. Ivanova, Radka. "RADICAL AND INCREMENTAL INNOVATIONS AND INNOVATIVE ENTERPRISES IN BULGARIA". W ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202133.

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MacDonald. "A radical proposal to improve instruction in the small college professional programs". W Proceedings Frontiers in Education Conference. IEEE, 1989. http://dx.doi.org/10.1109/fie.1989.69383.

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Ulfvengren, Pernilla, Anna Jerbrant, Andreas Feldman i Lars Uppvall. "INTEROPERABILITY IN EDUCATION PROGRAM COURSES - CHALLENGES WITH INCREMENTAL AND RADICAL CURRICULUM CHANGES". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1814.

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Raporty organizacyjne na temat "Radical education"

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Gage, William, i Michelle Sengara. From Radical Disruption to Robust Systems: Change Management for The Evolution of Trust in Higher Education. York University, styczeń 2019. http://dx.doi.org/10.25071/10315/36069.

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Angevine, Colin, Karen Cator, Babe Liberman, Kim Smith i Viki Young. Designing a Process for Inclusive Innovation: A Radical Commitment to Equity. Digital Promise, listopad 2019. http://dx.doi.org/10.51388/20.500.12265/86.

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This paper starts from the premise that missing from existing education R&D is a radical commitment to equity. The paper presents Inclusive Innovation, a model that reimagines authority, decision-making, and risk in the context of education R&D and provides an overarching framework for authentically engaging underrepresented stakeholders at the earliest stages and shifting their roles to leaders, participants, and beneficiaries. The power of Inclusive Innovation is that it doesn’t just invite underrepresented voices and perspectives into the innovation ecosystem; it places them at the center of it.
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Anayatova, Dilraba, Marina Basu, Saiarchana Darira, Andrew Freiband, Devynn Glanz, Atota Halkiyo, Setrag Hovsepian i in. Turn it around! An education guide to climate futures. Mary Lou Fulton Teachers College, maj 2022. http://dx.doi.org/10.14507/oge-tia.

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Building on the scientific evidence and keeping in focus policy promises made over the decades, this report mobilizes the power of socially engaged art to bring together visions and voices of youth from across the globe in a collective effort to address the root causes of the climate crisis. It starts with the premise that education is directly implicated in the climate crisis and our failure to imagine alternatives. But it can also be the catalyst for radical change. Aiming to shift and shuffle the dominant knowledge systems and categories with the cards from the Turn It Around! deck, this report urges you to turn toward the reality of the climate crisis by capturing its devastating impacts from youth perspective in a way statistical data might not. It challenges existing education policies, practices, and patterns as no longer possible, tolerable, or even thinkable. With the powerful imagination and creativity of youth, the report activates a series of turning points — intergenerational, decolonial, methodological, and pedagogical — in order to turn around the environmental catastrophe, while reconfiguring the role of education toward ecologically just and sustainable futures.
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Kapriev, Georgi. COVID-19: Crisis, Social Panic, Religious and Academic Life in Bulgaria. Analogia 17 (2023), marzec 2023. http://dx.doi.org/10.55405/17-5-kapriev.

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This paper reflects on the effects of the COVID-19 pandemic on religious life in Bulgaria, especially in the Orthodox Church, and on the sphere of academic teaching. The picture that emerges against the background of the moderate COVID-19 measures and the non-closure of churches is rather disturbing, given the aggressive attacks by non-believers against ecclesial practice. It testifies to widespread superstition and deep theological ignorance even among those who designate themselves as ‘Orthodox Christians’. The compromise of university education during the COVID-19 panic and the radical changes to the social way of thinking go—as a basis of the perplexity of the social mind—hand in hand with the destruction of the democratic world order by Russia’s war against Ukraine.
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