Filmed School

Author: James Stillwaggon
Publisher: Routledge
ISBN: 1317395751
Format: PDF, Kindle
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Filmed School examines the place that teaching holds in the public imaginary through its portrayal in cinema. From early films such as Mädchen in Uniform and La Maternelle to contemporary images of teaching in Notes on a Scandal and The History Boys, teachers’ roles in film have been consistently contradictory, portraying teachers as both seducers and selfless heroes, social outcasts and moral models, contributing to a similarly divided popular understanding of teachers as both salvific and sinister. In this book, Stillwaggon and Jelinek present these contradictory images of teaching through the concept of transference—the fantastical belief in another’s knowing that founds a teacher’s authority in relation to her students and, to some degree, the public at large. Tracing the place of transference across a century of school films, each chapter demonstrates the persistence of this fantasy in one of the dreams or nightmares of teaching that recurs thematically in school films: the teacher-as-savior, seducer, signifier in a moribund discourse, and sacrificial object. Through these analyses, the authors suggest that something might be missing in our attempts to theorize education when we leave our unthought fantasies of teaching out of the picture. This book will be of key interest to academics, researchers, and postgraduate students in the fields of educational theory, teacher education, philosophy of education, film and media studies, psychoanalysis, sociology of education, curriculum studies, and cultural studies.

Time and the Rhythms of Emancipatory Education

Author: Michel Alhadeff-Jones
Publisher: Taylor & Francis
ISBN: 1317541294
Format: PDF, Docs
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Time and the Rhythms of Emancipatory Education argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness, this book provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education. Drawing upon time and rhythm studies, complexity theories and educational research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education in order to (re)theorize and address current societal and educational challenges. The book is divided into three parts. The first begins by discussing the specificities inherent to the study of time in educational sciences. The second contextualizes the evolution of temporal constraints that determine the ways education is institutionalized, organized, and experienced. The third and final part questions the meanings of emancipatory education in a context of temporal alienation. This is the first book to provide a broad overview of European and North-American theories that inform both the ideas of time and rhythm in educational sciences, from school instruction, curriculum design and arts education, to vocational training, lifelong learning and educational policies. It will be of key interest to academics, researchers and postgraduate students in the fields of philosophy of education, sociology of education, history of education, psychology, curriculum and learning theory, and adult education.

On the Politics of Educational Theory

Author: Tomasz Szkudlarek
Publisher: Taylor & Francis
ISBN: 1317495144
Format: PDF, ePub
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On the Politics of Educational Theory considers the political significance of educational theory as a specific genre of public discourse. Rather than understanding educational theories solely as addressing issues of childrearing and instruction, this book aims to view educational theories in a broader socio-political context. It explores the role of educational theories in the construction of collective and political identities, and analyses them as rhetorical strategies operating as political discourses. Defining the methodological framework through the perspectives of Michel Foucault and Ernesto Laclau, each chapter examines the ways in which theories of education contribute to the creation of social realities and identities. Such issues as the construction of visibility and invisibility of power, the tropes of temporality, or the use of postulational language where theorists say what ‘should’ be done in and by education, are some of the threads that weave through particular theories – from Rousseau to the discourse of education in the knowledge-based society – analysed as ontological rhetorics constitutive of political identities. This book suggests a direction for a more conscious way of dealing with the political in education. As such, it will appeal to researchers, academics and postgraduate students in the fields of educational research, philosophy of education, curriculum studies, social and political theory, and theory of education.

Theorizing Bruce Lee

Author: Paul Bowman
Publisher: Rodopi
ISBN: 9042027770
Format: PDF, Kindle
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"Bruce Lee is a complex and contradictory figure, and it's a formidable task to take on the multiple facets of his legacyûfighter, film star, philosopher, nationalist, multiculturalist, innovator. With an approach as multidisciplinary and iconoclastic as Lee's approach to martial arts, Bowman provides an original and exhilarating account of Lee as 'cultural event'. No one has done a better job of explaining why the martial arts 'legend' remains such an important and provocative figure."ûLeon Hunt (Brunel University), author of Kung Fu Cult Masters: From Bruce Lee to Crouching Tiger. "Taking on Martin Heidegger and Slavoj ÄiPek as well as drawing on Jacques Derrida, Michel Foucault, Guy Debord, Jacques RanciFre, Rey Chow, and Stuart Hall, among others, Bowman shows how Bruce Lee 'speaks' to the philosophical debates that frame our understanding of global popular culture today. Although Bowman may not be able to resolve the philosophical battles surrounding our ability to 'know' Bruce Lee, he does a remarkable job of articulating why Bruce Lee remains an essential force within not only world cinema but global culture û both 'high' and 'low.' Armoured with his philosophical nunchakus, Bowman goes to battle with anyone who may doubt Lee's ongoing importance, and this book will undoubtedly become essential reading for everyone (from philosopher to kung fu practitioner) interested in popular culture and Asian cinema."ûGina Marchetti (University of Hong Kong), author of Romance and the "Yellow Peril": Race, Sex and Discursive Strategies in Hollywood Fiction, and From Tian'anmen to Times Square: Transnational China and the Chinese Diaspora on Global Screens, 1989-1997. Theorizing Bruce Lee is a unique work, which uses cultural theory to analyse and assess Bruce Lee, and uses Bruce Lee to analyse and assess cultural theory. Lee is shown to be a major 'event' in both global film and global popular culture û a figure who is central to many intercultural encounters, texts, and practices. Many key elements of film and cultural theory are employed to theorize Bruce Lee, and Lee is shown to be a complex û and consequential û multimedia, multidisciplinary and multicultural phenomenon. Theorizing Bruce Lee is essential reading for anyone interested in Bruce Lee in popular culture and as an object of academic study.

Detournement as Pedagogical Praxis

Author: James Trier
Publisher: Springer
ISBN: 946209800X
Format: PDF, ePub, Docs
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The Situationist International (SI) was a Paris-based artistic and political avant-garde group that formed in 1957, went through three distinct phases during its existence, and dissolved in 1972. In 1967, SI leader Guy Debord published his book The Society of the Spectacle, which presents his theory of how “the Spectacle” (i.e., the Capitalist system in its totality) works endlessly (though not always successfully) to transform people into spectators whose sole purposes are to consume commodities and to live de-politicized, passive, isolated, and contemplative lives. To challenge and subvert “the Spectacle,” Debord and his SI associates theorized and practiced the anti-spectacular critical art they called “detournement,” which entails reusing existing artistic and mass-produced elements to create new combinations or ensembles. As Debord wrote in 1956, detournement has the potential to be “a powerful cultural weapon in the service of real class struggle.” In this edited book, the authors contribute chapters about how they created their own detournements and used them as central audio-visual texts in critical projects that they designed and carried out in a variety of pedagogical situations. Most of the projects involved preservice teachers in teacher education courses, and the anti-spectacular purposes include challenging Hollywood’s problematic representations of Native Americans, subverting the racist stereotypes of [email protected] in a popular children’s book, and critiquing the neoliberal agenda of the charter school movement. This book offers readers detailed accounts of pedagogical projects that can serve as examples of the critical possibilities of detournement.

Making a Difference in Theory

Author: Gert Biesta
Publisher: Routledge
ISBN: 1135131686
Format: PDF, Docs
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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 theory plays, can play and should play, both from a historical perspective and in light of contemporary discussions and developments. Particular attention is paid to the question of whether there are or should be distinctively educational forms of theory and theorising. The double engagement with the theory question in education and the education question in theory and theorising provides original insights in what theory does, might do or should do in educational research and practice. With contributions from internationally renowned authors in the field of educational theory, research and practice, the book will be of value to academics, researchers and postgraduate students in education.

Inoperative Learning

Author: Tyson E. Lewis
Publisher: Routledge
ISBN: 1315395681
Format: PDF, ePub, Docs
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Inoperative Learning embodies a weak philosophy of education. It does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders taken-for-granted assumptions about the theory-practice coupling inoperative. By arguing that such logic reduces education to instrumental ends, this book presents a challenge to contemporary notions of education as outcomesbased, goal-directed learning. From the perspective of learning, the neutralization of progress, growth, and maturity would usually be seen as obstacles needing to be overcome on the path toward set goals. Yet Lewis argues that a serious investigation of inoperativity opens up possibilities that would be otherwise unavailable in a world fixated on the question of learning. In dialogue with philosophers (Agamben, Benjamin, and Esposito), authors (Kafka and Walser) and qualitative researchers (Lather), Lewis turns our collective attention to what remains when concepts such as learning, child development, teacher effectivity, and personal growth are left idle. Inoperative Learning presents a radical rewriting of educational possibilities. It should therefore be of great interest to educational researchers and educational philosophers concerned with the question of alternative logics of education beyond learning. The book may also be of interest to theorists in the critical humanities that are engaged in education as a thematic concern in their research and classroom practices.

Reclaiming Education in the Age of PISA

Author: Vasco d'Agnese
Publisher: Routledge
ISBN: 1351979051
Format: PDF, ePub, Docs
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Reclaiming Education in the Age of PISA provides a critical analysis of the OECD’s educational agenda and its main tool, namely, PISA (Programme for International Student Assessment). Based on an analysis of the OECD’s public documents, including publications, webpages, and videos, d’Agnese argues that PISA is not just an assessment tool, but rather an all-encompassing framework that intends to govern education, schooling, living and society worldwide. This creation of what d’Agnese calls a life-brand raises concerns that education and learning are becoming wares and that, consequently, we run the risk of transforming schools into providers and teachers into agents of preconceived learning packages. In pursuing only one concept of education, and a very narrow one at that, d’Agnese argues that OECD not only narrows down education to a mere reproductive process, but that such an approach also erases the basic rules by which living develops and evolves. In this sense PISA is but another form of authoritarian teaching, authoritarian teaching being understood as any and every educational project which sets aims and purposes of education without giving the possibility to discuss and challenge such aims and purposes. Reclaiming Education in the Age of PISA suggests a different educational logic, emphasizing that schooling is not just a place to produce the correct skills, but is also a matter of experimentation, hesitation and wait, one in which teachers and students attempt to dwell in pure potentiality for growth. Providing a strong argument that a different way to conceive of schooling deserves our attention, this book will be essential reading for academics, researchers and postgraduates in the fields of educational philosophy and theory, inclusive education and social justice. It should also be of interest to policymakers and educational activists.

Arts Pedagogy and Cultural Resistance

Author: Anna Hickey-Moody
Publisher:
ISBN: 9781783484867
Format: PDF, Docs
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This collection demonstrates how physical objects, materials, space and environments teach us, and redefines practice with theory (praxis) as a more-than-human network. The contributions illustrate how the materials, process, pedagogies and theories of Arts making question and disrupt the many forms of cultural dominance that exist in our society.

Forgotten Connections

Author: Klaus Mollenhauer
Publisher: Routledge
ISBN: 113468553X
Format: PDF, Mobi
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Klaus Mollenhauer’s Forgotten Connections: On Culture and Upbringing is internationally regarded as one of the most important German contributions to educational and curriculum theory in the 20th century. Appearing here in English for the first time, the book draws on Mollenhauer’s concern for social justice and his profound awareness of the pedagogical tension between the inheritance of the past and the promise of the future. The book focuses on the idea of Bildung, in which philosophy and education come together to see upbringing and maturation as being much more about holistic experience than skill development. This translation includes a detailed introduction from Norm Friesen, the book’s translator and editor. This introduction contextualizes the original publication and discusses its application to education today. Although Mollenhauer’s work focused on content and culture, particularly from a German perspective, this book draws on philosophy and sociology to offer internationally relevant responses to the challenge of communicating cultural values and understandings to new generations. Forgotten Connections will be of value to students, researchers and practitioners working in the fields of education and culture, curriculum studies, and in educational and social foundations.