This volume brings together an international group of contributors to explore ways in which social sustainability can be integrated into Adult and Vocational Education (AVE) practices.
Author: Peter Willis
Publisher: Springer Science & Business Media
Rethinking a Sustainable Society Alan Mayne The world has already passed the midway point for achieving by 2015 the eight Millennium Development Goals for a “more peaceful, prosperous and just world” that were set by the United Nations in the wake of its inspirational Millennium Dec- 1 laration in 2000. These goals range from combating poverty, hunger, and disease, to empowering women, and ensuring environmental sustainability. However Ban Ki-Moon, the United Nations Secretary-General, conceded in 2007 that progress to date has been mixed. During 2008 the head of the United Nations World Food P- gramme cautioned that because of the surge in world commodity prices the program had insuf?cient money to stave off global malnutrition, and the World Health Or- nization warned of a global crisis in water and sanitation. Depressing news accounts accumulate about opportunities missed to achieve a fairer world order and ecolo- calsustainability:themanipulationofelectionresultsinAfrica,humanrightsabuses in China, 4000 Americans dead and another nation torn apart by a senseless and protracted war in Iraq, and weasel words by the world’s political leadership in the lead-up to negotiations for a climate change deal in 2009 that is supposed to stabilize global carbon dioxide emissions. It is clear that the parameters of the debates that drive progressive policy change urgently require repositioning and energizing. As is shown by the contributors to Rethinking work and learning, experts in the humanities and social sciences (HASS) couldhaveanimportantroletoplayinthisprocess.
An overview of organizational and curricular development in work experience in the UK in recent years, which draws on the involvement of the authors at national level in consultancy with the DES, NCC, DTI, DoE and many LEAs concerning the ...
Author: Andrew Miller
Publisher: Taylor & Francis
An overview of organizational and curricular development in work experience in the UK in recent years, which draws on the involvement of the authors at national level in consultancy with the DES, NCC, DTI, DoE and many LEAs concerning the role of work experience in the school curriculum.
(1985) Industry in Education, Harlow: Longman. Jamieson, I. and Miller, A. (1991)
'History and Policy Context', in Miller, A., Watts, A. G. and Jamieson, I., Rethinking
Work Experience, London: Falmer. Jamieson, I., Miller, A. and Watts, A.G. ...
Author: Ruth Hawthorn
This is the first book to cover theory, policy and practice in all sectors of careers education and guidance provision. It is an essential text for students in initial training, those engaged in in-service and higher degree work.
learning the art of refining and adjusting your goals to ensure that your new plan
will succeed . This is the time to go over the details of your grand design and see
whether everything is in place to support it . As Lily Tomlin said , “ I always ...
Author: Cliff Hakim
Publisher: Davies-Black Publishing
Perfect the art of reinventing your relationship with both your work and your passions
Parents, educators, and policy makers should find this compilation an excellent resource.” —Terry Holliday, chair, National Professional Teaching Standards Board, and former commissioner, Kentucky Department of Education Rafael Heller ...
Author: Rafael Heller
Publisher: Harvard Education Press
Rethinking Readiness offers a new set of competencies to replace the narrow learning goals of No Child Left Behind and, in chapters written by some of the nation’s most well-respected education scholars, explores their implications for schools. Today’s students must cultivate the full range of intellectual, interpersonal, and intrapersonal capacities that have been grouped together under the banner of “deeper learning.” Rethinking Readiness focuses on how educators and policy makers should move forward to provide the educational experiences that students need to become truly well prepared for college, careers, and civic life, including changes in curriculum, teacher evaluation, and student assessment. As state leaders chart a new course for K–12 education in the Every Student Succeeds Act era, Rethinking Readiness offers a succinct and compelling vision for a new agenda for school reform so future generations can prosper in a rapidly changing world.
Realizing this future of abundance purportedly rests in the transformation of human potential into innovative human capital through new 21st century forms of education. In this new book Alex Means challenges this view.
Author: Alexander J. Means
Mainstream economists and Silicon Valley entrepreneurs claim that unfettered capitalism and digital technology can unlock a future of unbounded prosperity, create endless high paying jobs, and solve the world’s vast social and ecological problems. Realizing this future of abundance purportedly rests in the transformation of human potential into innovative human capital through new 21st century forms of education. In this new book Alex Means challenges this view. Stagnating economic growth and runaway inequality have emerged as the ‘normal’ condition of advanced capitalism. Simultaneously, there has been a worldwide educational expansion and a growing surplus of college-educated workers relative to their demand in the world economy. This surplus is complicated by an emerging digital revolution driven by artificial intelligence and machine learning that generates worker displacing innovations and immaterial forms of labor and valorization. Learning to Save the Future argues that rather than fostering mass intellectuality, educational development is being constrained by a value structure subordinated to 21st century capitalism and technology. Human capabilities from creativity, design, engineering, to communication are conceived narrowly as human capital, valued in terms of economic productivity and growth. Similarly, global problems such as the erosion of employment and climate change are conceived as educational problems to be addressed through business solutions and the digitalization of education. This thought-provoking account provides a cognitive map of this condition, offering alternatives through critical analyses of education and political economy, technology and labor, creativity and value, power and ecology.
Simply, Marcuse offers, that the arts and arts-based learning may offer an other
way of knowing. ... work: Awakening joy, meaning, and commitment in the
workplace (Richards, 1995) rethinking work APPENDIX A (Continued) Arts Area
Author: Charles Wankel, Ph.D.
We have assembled a distinguished international panel of leaders and scholars in management education whose contributions reflect diverse perspectives on management theory and practice. Gerald Ferris and his associates conceptualize political skill to include self and social astuteness, influence and control, networking and building social capital, and genuineness/sincerity. Their chapter describes methods for developing and shaping such skills. Nick Nissley examines how artsbased learning is informing the practice of management education. How artful ways of knowing are being practiced in organizations. Anne McCarthy and associates provide a cuttingedge balanced assessment of both service learning theory and its current practice. Godshalk and FosterCurtis present four models of online MBA curricula focused on parttime students including curricular issues, technology requirements, and funding and institutional commitment requirements for each model. Sabine Seufert examines eLearning models of webbased education and web education support services. Her chapter offers a breathtaking, panoramic view of six landscapes for eLearning business models and best practices emerging from both the corporate and academic sectors. Eric Dent's chapter is a thoughtprovoking critique of doctoral education and innovative suggestions for developing doctoral programs more attuned to the learning requirements of executive managers seeking doctoral education. Tom Moore examines competition within the market for executive education and observes how three sets of rivals have enjoyed distinctive market place perceptions. Antonacopoulou penetratingly critiques the confusion of training with learning in management education. Reed examines the processes of globalization and how their effects should be incorporated into management education.
At a time of ever-increasing debate about orthodox approaches to management education, and their application in the post-industrial era, this innovative book brings together the work of authors actively engaged in developing new forms of ...
Author: Senior Lecturer in Organization Behaviour at Bristol Business School Robert French
At a time of ever-increasing debate about orthodox approaches to management education, and their application in the post-industrial era, this innovative book brings together the work of authors actively engaged in developing new forms of education. The introduction contrasts dominant utilitarian and functionalist conceptions of management education with various alternatives. It argues the need for a critical and pluralistic form of management education whereby participants are introduced to the full diversity of appropriate perspectives and debates. The remainder of the book echoes this commitment by exploring a range of approaches, including those based in psychoanalysis, critical theory and poststructuralism. Throughout the book, there is a focus is upon the implications of problematizing management knowledge so as to facilitate alternative and critical modalities of teaching and learning. In this context management is seen not simply as a bundle of skills and techniques but, rather, as a complex social, political and moral practice.
... the latter) explained the "reason" for their lack of interest in workers' education:
The character of the education must not be ... reason for this, according to the
employers, was that the work was easily learned and required no rigorous
Author: Dipesh Chakrabarty
Publisher: Princeton University Press
This study combines a history of the jute-mill workers of Calcutta with a look at labour history in Marxist scholarship. The text examines the milieu of the jute-mill workers and the way it influenced their capacity for class solidarity and "revolutionary" action from 1890 to 1940.
Pamela Eddy, and Andrea Beach) of Creating the Future of Faculty Development:
Learning from the Past, Understanding the Present. Currently, she is co-principal
investigator for the Center for the Integration of Research, Teaching, and ...
Author: Judith M. Gappa
Shows how changes in higher education are transforming the careers of faculty, and provides a model that makes it possible for all faculty to be in a position to do their best.
This book centres on a broadened view of complexity that will enrich engagement with complexity in the social sciences.
Author: Paul Hager
Publisher: Springer Nature
This book centres on a broadened view of complexity that will enrich engagement with complexity in the social sciences. The key idea is to employ complexity theory to develop a holistic account of practice, agency and expertise. In doing so, the book acknowledges and builds upon the relational character of reductive accounts. It draws upon recent theoretical work on complexity, emergence and relationality to develop a novel account of practice, agency and expertise in and for workplaces. Biological, psychological and social aspects of these are integrated. This novel account overcomes problems in current views of practice, agency and expertise, which suffer from reductive, or fragmented, analyses, based upon individuals, groups, or networks. In retrieving the experiential richness of human activity – often esteemed as the basis of generative and creative life – this book shows how complexity both emerges from, and is, a non-reductive feature of, human experience, especially in daily work. “...an ambitiously wide-ranging volume, questioning the key tenets of respected approaches ..... and offering ..... ‘novel accounts’, which draw on features of complexity thinking.... ...But they go further than any of us in their argument that: ‘whatever reductive moves are made, they ‘flow’ from holistic accounts of relationality which have already affectively engaged the purposes of a co-present group.’ This is the intellectual contribution that is built consistently and persuasively across the chapters.” Professor Emerita Anne Edwards, Oxford University "Hager and Beckett have written a book that will challenge more commonly held notions of agency, practice, skills, and learning. Centering their argument on complexity theory or, as they prefer, complexity thinking, Hager and Beckett argue that it is through relations that we raise questions about, gather data from, and make working sense of the complexity that surrounds us. Groups then, particularly small groups, hold and implement agentive power. And what the authors call co-present groups—ones in which holistic relationality occurs socially, and affectively in distinctive places—“draw us closer to each other, and harness our normativity by enabling negotiability and reason-giving.” If your field of study involves anything remotely sociocultural in nature or if you are just interested in the complex ways we engage as humans with our worlds, you should find a place for this book in your library." Bob Fecho, Teachers College, Columbia University, New York NY, USA
This book argues that the promises made für e-learning will only be realised if we begin with an understanding of how students learn, and design the use of learning technologies from this standpoint.
Author: Diana Laurillard
Publisher: Psychology Press
This book argues that the promises made für e-learning will only be realised if we begin with an understanding of how students learn, and design the use of learning technologies from this standpoint.
Veteran teacher Mickey Kolis invites you to reflect on how you “do learning” in your classroom.
Author: Mickey Kolis
Publisher: Rowman & Littlefield
Veteran teacher Mickey Kolis invites you to reflect on how you “do learning” in your classroom. From making assignments meaningful to students to assessing the results, Rethinking Teaching explores key ideas for creating environments where students want to learn.
This book provides a socio-cultural analysis of the ways in which air traffic controllers formally and informally learn about their work and the active role that organisational cultures play in shaping interpretation and meaning.
Author: Christine Owen
Publisher: CRC Press
This book provides a socio-cultural analysis of the ways in which air traffic controllers formally and informally learn about their work and the active role that organisational cultures play in shaping interpretation and meaning. In particular, it describes the significant role that organizational cultures have played in shaping what is valued by controllers about their work and its role as a filter in enabling or constraining conscious inquiry. The premise of the book is that informal learning is just as important in shaping what people know and value about their work and that this area is frequently overlooked. By using an interpretative research approach, the book highlights the ways in which the social structure of work organisation, culture and history interweaves with learning work to guide and shape what is regarded by controllers as important and what is not. It demonstrates how this social construction is quite different from a top-down corporate culture approach. Technological and organizational reform is leading to changes in work practice and to changes in relationships between workers within the organization. These have implications for anyone wishing to understand the dynamics of organizational life. As such, this study provides insights into many of the changes that are occurring in the nature of work in many different industries. Previous research into learning in air traffic control has centred largely on cognitive individual performance, performance within teams or more recently on performance at a systems level. By tracing the role of context in shaping formal and informal learning, this book shows why interventions at these levels sometimes fail.
Training for work , or meaningful activity , satisfied both the projects to ' civilise '
and to make self - sufficient . The concepts of what constituted meaningful activity
included learning to undertake the activities of the secular world and learning the
Author: Cathryn McConaghy
Rethinking indigenous education: culturalism, colonialism and the politics of knowing.
" Since its inception in 2004, this lecture series has drawn over 5,000 participants and continues to push our thinking about the hopes and possibilities for the future of this province and is profiled at www.learningourway.ca.
Author: Stephen Murgatroyd
This publication represents the first of a series of books that will profile some of the forward thinking work being undertaken by leading education researchers and policy experts focused on transforming the face of public education and the future of Alberta. The Co-creating a Learning Alberta book series is a partnership with leading public policy thinkers and the Alberta Teachers' Association that flows from the public lecture series called "Learning our Way to the Next Alberta." Since its inception in 2004, this lecture series has drawn over 5,000 participants and continues to push our thinking about the hopes and possibilities for the future of this province and is profiled at www.learningourway.ca. In these public lectures, three questions have come to dominate the conversations about the future of the Alberta: What is the Alberta that the world needs to see? What kind of Albertans do we need to become to get us there? and How will leadership in learning help us become our best selves?
The contributors to Rethinking Vocationalism examine these questions from a variety of enlightening perspectives. An Our Schools/Our Selves book.
Author: Rebecca Coulter
Publisher: James Lorimer & Company
Vocational education can either reinforce or challenge dominant ideology: students can learn to accept and fit into a workplace, or to change it. How we understand the links between knowledge and work will significantly affect our ability to make important political and strategic decisions about education in general and about vocational education in particular. The old questions about education--who controls education? whose interests are served by the education system?--assume new urgency in an era of global restructuring. The contributors to Rethinking Vocationalism examine these questions from a variety of enlightening perspectives. An Our Schools/Our Selves book.
In recent years new translations and interpretations of the work of Vygotsky have generated considerable research activity by developmental paychologists and educational researchers on the relationship between the social and cognitive ...
Author: Richard Joiner
Publisher: Free Assn Books
In recent years new translations and interpretations of the work of Vygotsky have generated considerable research activity by developmental paychologists and educational researchers on the relationship between the social and cognitive dimensions of learning. Collaborative Learning aims to bring together, for the fiirst time in a single volume, up-to-date and comprehensive research on collaborative learning and learning to collaborate from leading international workers in the field. The contributions converge around the questions of when and how peer interaction can facilitate understanding and learning, how we conceptualise the nature and quality of collaborative activity, how productive collaborative activity can be supported, and how children learn to collaborate. The authors critically examine the ways in which psychologists and educational researchers conceptualise the nature and quality of collaborative activity and examine the different contexts in which such activity is studied.
in part revive elements of the earlier radical tradition , but in new circumstances
related to state education . ... 34 A new impetus to community education was
provided by the work of the educator Paolo Freire , who , working in the
Author: Ali Rattansi
In Rethinking Radical Education practitioners, researchers and activists offer a critical assessment of contemporary and historical forms of radical education. They place the radical tradition in a historical context and reflect on its real strengths and achievements as well as its limitations. anti-racism, peace education, world studies and environmental studies - and ask what their achievements have been. Of course, there is the recognition that radicalism is not the sole property of the left - much of the New Right's thinking on education is revolutionary. This collection, while honouring the life work of Brian Simon, provides a re-evaluation and reformulation of education as we enter a new political era.