This volume assembles essays addressing the recurring question of the "subject," understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of ...curriculum studies. After examining scholarship on the "subject," Pinar critiques its absence in the new sociology of curriculum, its historically shifting presence in North European (and specifically German) conceptions of "Bildung", in Pinar's concept of "currere", in Frantz Fanon's theorizing of decolonization, and as the subject becomes reconstructed in the intercultural scholarship of Hongyu Wang and in Maxine Greene's theorization of art as experience. Of interest to scholars not only in the US, this book will hold special significance for graduate students and junior scholars who want to know how to conduct curriculum research and development in a field informed by scholarship and theory in the humanities.
"Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. ...These factors and more set the stage for Pauline Lipman's insightful analysis of the relationship between education policy and the neoliberal economic, political, and ideological processes that are reshaping cities in the United States and around the globe.
Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and ""the right to the city"". She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people's lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy."
Designed for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers ...need to know and be able to do in order to help their students to learn English?
Thoroughly revised and updated, the second edition of Volume III explores the contexts for ELT curricula; explains key processes in curriculum design; and sets out approaches to curricula that are linguistic-based, content-based, learner centered, and learning centered. Organized around the three pillars of teaching—planning, instructing, and assessing—chapters in the second edition are updated to include current research and theory to meet the needs of today’s teachers, and feature new or revised vignettes and activities. New chapters help teachers understand both the technological and multilingual approaches that learners need to succeed today.
The comprehensive texts of this series are suitable resources for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.
Het dagelijks werk van een arts bestaat uit patiëntenzorg (eerste vak) en uit allerlei andere zaken, zoals verandermanagement of beleidsontwikkeling (tweede vak). Op dit moment worden studenten ...geneeskunde nog onvoldoende op het tweede vak voorbereid. In 2019 zijn wij daarom gestart met nieuw onderwijs binnen de master geneeskunde, waarbij alle studenten vroeg in hun carrière proactief kennismaken met het tweede vak. Uit de huidige evaluatie blijkt dat deelnemers het onderwijs als zeer waardevol ervaren, met hoge waarderingen voor inhoud en docent. Wij overwegen nu verdere uitbreiding van het onderwijs. Daarnaast zou soortgelijk onderwijs ook in andere opleidingsregio’s geïntroduceerd kunnen worden.
