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Nononsense Rethinking Education : Whose Knowledge Is It Anyway? /
What is knowledge' Who decides what is important' Who owns it' These are central themes that run through this title that aims to change perceptions and understanding of education. Using historical and contemporary examples, the authors examine the motivations, conflicts, and contradic...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Oxford :
New Internationalist,
2016.
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| Colección: | No nonsense guides.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Unwin, Adam. | |
| 245 | 1 | 0 | |a Nononsense Rethinking Education : |b Whose Knowledge Is It Anyway? / |c Adam Unwin and John Yandell. |
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| 490 | 1 | |a No-Nonsense Guides | |
| 520 | |a What is knowledge' Who decides what is important' Who owns it' These are central themes that run through this title that aims to change perceptions and understanding of education. Using historical and contemporary examples, the authors examine the motivations, conflicts, and contradictions in education. In breaking down the structures, forces, and technologies involved they show how alternative approaches can emerge. Dr. Adam Unwin is Senior Lecturer in Business and Economics Education at University College London's Institute of Education. John Yandell is Senior Lecturer in Education at University College London Institute of Education. | ||
| 500 | |a Title from resource description page (Recorded Books, viewed April 04, 2016). | ||
| 505 | 0 | |a Intro; About the Authors; Acknowledgements; Title Page; Copyright; Contents; Foreword; Introduction; 1. What is the point of school?; Learning in and out of school; Is technology the answer?; 2. How we learn -- in and out of school; The Gradgrind model of education; Street and school mathematics; 3. Technology is the question, not the answer; The possibilities of technology; Virtual learning; Social media and digital natives; 4. Knowledge, curriculum and control; History and school history: worlds apart; Content versus skills; What do we mean by literacy?; Evolution and/or creationism | |
| 505 | 8 | |a 5. Instituting difference: how schools reproduce inequalitySelection versus inclusion; 'Choice' and private schooling; The IQ test as Sorting Hat; Schooling and gender; Five myths about assessment; 6. Neoliberalism: education as commodity; The GERM; Payment by results; International league tables (and PISA envy); Pearson: new markets and a new model; 7. Another education is possible; Radical popular alternatives; Freire and education for liberation; Different schooling, different society; The creativity of ordinary classrooms; Index | |
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