In this volume, critical scholars and educational activists explore the intricate dynamics between the enclosure of global commons and radical visions of a common social future that breaks through the logics of privatization, ecological degradation, and dehumanizing social hierarchies in education. In its institutional and informal configurations alike, education has been identified as perhaps the key stake in this struggle. Insisting on the urgency of an education that breaks free of the bonds of enclosure, the essays included in this volume weave together bright threads of radical thought into a vivid tapestry illustrating a critical framework for enacting a global educational commons.
This book will be of interest to scholars of educational philosophy, political theory, philosophy, critical pedagogy, composition and rhetoric, and peace and conflict studies.
National Research Council (U.S.) Committee on Highly Successful Schools or Programs for K-12 STEM Education. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics.
The final section links the practice of a cultural commons to situated and social cognitive learning theories, and provides practical application to the higher education classroom. The Cultural Commons Revitalizing the commons is not a ...
The identities and practices of high achieving pupils: Negotiating achievement and peer cultures. London: Continuum. Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equity.
The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations."--BOOK JACKET.
There is now abundant literature codifying learning space design theory and practice (Brown, 2005) and technology integration in learning and teaching practice (Brown and Lippincott, 2003). This convergence of technology, pedagogy, ...
This edited collection explores the cultural roots of the ecological/cultural crisis and its relationship to adult education. The development of sound practices and new cultural understandings among adults are emphasized.
The increased number of Saudi students in international schools also may create challenges for integrating the new generation, as the international schools do not teach Arabic language and Saudi history at the same level ...
In Beyond Education, Eli Meyerhoff instead sees this impasse as inherent to universities, as sites of intersecting political struggles over resources for studying.
This book fosters conversations amongst researchers, teacher educators, schoolteachers, and community leaders in order to promote new international collaborations around current and potential forms of environmental education.