Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers.
Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:
To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.
Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.
HARRY DANIELS, HUGH LAUDER AND JILL PORTER
Section 1 How education is understood in different cultures
Introduction to Section 1
1.1 Pedagogy, culture and the power of comparison
1.2 Pedagogy and Cultural Convergence
1.3 Metaphors in education
Section 2 The person in education
Introduction to section 2
2.1 Students’ Development in Theory and Practice: The Doubtful Role of Research
2.2 Cyberworlds: Children in the Information Age
SARAH L.HOLLOWAY AND GILL VALENTINE
2.3 The learner, the learning process and pedagogy in social context
2.4 Brain development during adolescence
2.5 Interrogating student voice: pre-occupations, purposes and possibilities
2.6 The transition to school: Reflections from a contextualist perspective
JONATHAN R.H.TUDGE, LIA B. L. FREITAS AND FABIENNE DOUCET
Section 3 Teachers and Learners
Introduction to section 3
3.1 Vygotsky, Tutoring and Learning
DAVID WOOD AND HEATHER WOOD
3.2 Becoming a Teacher; a sociocultural analysis of initial teacher education
3.3 Teaching as an affective practice
3.4 Cultivating positive learning dispositions
3.5 Continuity and Discontinuity in School Transfer
3.6 Moral development and education
3.7 The significance of 'I' in living educational theories
3.8 Identity, agency and social practice
Education poses some of the most challenging questions of any profession. Whether as teachers, policy makers or researchers, the complexity of the practices and policies that we encounter demand careful reflection. The Critical Perspectives on Education Series includes volumes designed to provoke the kind of thinking that will lead readers to re-evaluate their practices and consider how best they can be justified and improved.