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Author: Azhar Ibrahim Publisher: Strategic Information and Research Development Centre ISBN: 9672165870 Category : Education Languages : en Pages : 316
Book Description
The obsession with world rankings and vocational training has turned universities into factories for the production of students and publications. Teaching plays second fiddle to research output, normally circulated within a small circle of ‘experts’ to be validated or condemned to the abyss, leading to the justifiable charge that universities are ivory towers. In Emancipated Education Dr Azhar Ibrahim’s call to reclaim the space of what he calls the educative front, as a site for emancipation, is timely and urgent. Channelling the thoughts of giants like Paulo Freire and N.F.S. Grundtvig, the book articulates the higher purpose of higher education. It serves to re-humanise the human process of learning that we may have harmed. Dr Nazry Bahrawi Literary and cultural critic Co-founder of the Bras Basah Open School for Theory and Philosophy Dr Azhar’s book is a detour around the current climate of global education, which tends to celebrate rankings at the expense of empowerment and humanisation. He clearly shows that education should be a combative front against any establishment, without having to succumb to dogmatic power, through a combination of reason, ethics, conscience and spirituality. For him, education is not just a ladder for immediate gains, but is also supposed to be a part of supra-structure to ensure social justice. Emancipated Education is a must-read book for teachers, lecturers, and education policy makers alike who wish to recharge their intellectual spirits. Dr Achmad Uzair Fauzan Director of the Office for International Affairs, Sunan Kalijaga State Islamic University, Yogyakarta
Author: Azhar Ibrahim Publisher: Strategic Information and Research Development Centre ISBN: 9672165870 Category : Education Languages : en Pages : 316
Book Description
The obsession with world rankings and vocational training has turned universities into factories for the production of students and publications. Teaching plays second fiddle to research output, normally circulated within a small circle of ‘experts’ to be validated or condemned to the abyss, leading to the justifiable charge that universities are ivory towers. In Emancipated Education Dr Azhar Ibrahim’s call to reclaim the space of what he calls the educative front, as a site for emancipation, is timely and urgent. Channelling the thoughts of giants like Paulo Freire and N.F.S. Grundtvig, the book articulates the higher purpose of higher education. It serves to re-humanise the human process of learning that we may have harmed. Dr Nazry Bahrawi Literary and cultural critic Co-founder of the Bras Basah Open School for Theory and Philosophy Dr Azhar’s book is a detour around the current climate of global education, which tends to celebrate rankings at the expense of empowerment and humanisation. He clearly shows that education should be a combative front against any establishment, without having to succumb to dogmatic power, through a combination of reason, ethics, conscience and spirituality. For him, education is not just a ladder for immediate gains, but is also supposed to be a part of supra-structure to ensure social justice. Emancipated Education is a must-read book for teachers, lecturers, and education policy makers alike who wish to recharge their intellectual spirits. Dr Achmad Uzair Fauzan Director of the Office for International Affairs, Sunan Kalijaga State Islamic University, Yogyakarta
Author: Greg Wiggan Publisher: Springer Science & Business Media ISBN: 9462095248 Category : Education Languages : en Pages : 108
Book Description
Harnessing conceptual inspiration through the work of Harriet Tubman and Queen Nanny the Maroon of Jamaica, this book explores the historical and contemporary role that education has – and can continually play as an instrument of personal and group liberation. The book discusses the early formations of the Transatlantic Slave Trade, the enslavement of native populations, and the subsequent development of the Underground Railroad and Maroon societies in the Caribbean and Americas as systems of liberation. It investigates the development and maintenance of racial, gendered and class stratifi cation, and provides a personal path to freedom as a context for a broader discussion on using education as a mechanism for dismantling the effects of colonization, miseducation, and social-psychological domination in schools and society. As a contemporary issue, it presents an in depth analysis of the Tucson Unifi ed School District in Arizona, and the controversy surrounding its ethnic studies program as an example of one of the contested sites of curriculum development and student liberation. Additionally, it discusses high performing charter schools as an alternative model of education, which may help to provide a systematic way of unshackling institutional barriers and oppression. Ultimately, this book acknowledges that today the road tofreedom is still one we must all travel as: miseducation, school failure, school dropout, unemployment/underemployment, poverty, neighborhood violence, incarceration, and a growing prison industrial complex are all reminders of the work that still must be accomplished. Like those who historically sacrifi ced their lives to gain freedom and an education, today, with the lingering effects of institutionalized systems of domination, education must continue to be an instrument of social mobility and liberation, if indeed, we are to make schools and society more humane and inclusive towards those who are still waiting to be unshackled. The book presents implications regarding the treaties on education for freedom as a school reform and public policy topic.
Author: Christopher M. Span Publisher: UNC Press Books ISBN: 1469601338 Category : Social Science Languages : en Pages : 269
Book Description
In the years immediately following the Civil War--the formative years for an emerging society of freed African Americans in Mississippi--there was much debate over the general purpose of black schools and who would control them. From Cotton Field to Schoolhouse is the first comprehensive examination of Mississippi's politics and policies of postwar racial education. The primary debate centered on whether schools for African Americans (mostly freedpeople) should seek to develop blacks as citizens, train them to be free but subordinate laborers, or produce some other outcome. African Americans envisioned schools established by and for themselves as a primary means of achieving independence, equality, political empowerment, and some degree of social and economic mobility--in essence, full citizenship. Most northerners assisting freedpeople regarded such expectations as unrealistic and expected African Americans to labor under contract for those who had previously enslaved them and their families. Meanwhile, many white Mississippians objected to any educational opportunities for the former slaves. Christopher Span finds that newly freed slaves made heroic efforts to participate in their own education, but too often the schooling was used to control and redirect the aspirations of the newly freed.
Author: Charles Bingham Publisher: A&C Black ISBN: 1441132163 Category : Philosophy Languages : en Pages : 178
Book Description
Demonstrates the importance of Ranciere's educational thought and how educational theory needs to be informed by his philosophical project.
Author: Gert J. J. Biesta Publisher: Routledge ISBN: 1317263308 Category : Education Languages : en Pages : 155
Book Description
This is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it, education is not about filling a bucket but about lighting a fire. It is there because students are not to be seen as objects to be moulded and disciplined, but as subjects of action and responsibility. The Beautiful Risk of Education is organised around a critical discussion of seven key educational concepts: creativity, communication, teaching, learning, emancipation, democracy, and virtuosity. By opposing the risk aversion that characterises many contemporary educational policies and practices, Gert J.J. Biesta makes a strong argument for giving risk a central place in our educational endeavours and brings risk taking to the forefront of a critical pedagogical practice.
Author: Gert Biesta Publisher: Taylor & Francis ISBN: 1317208129 Category : Education Languages : en Pages : 123
Book Description
The Rediscovery of Teaching presents the innovative claim that teaching does not necessarily have to be perceived as an act of control but can be understood and configured as a way of activating possibilities for students to exist as subjects. By framing teaching as an act of dissensus, that is, as an interruption of egological ways of being, this book positions teaching at the progressive end of the educational spectrum, where it can be reconnected with the emancipatory ambitions of education. In conversation with the works of Emmanuel Levinas, Paulo Freire, Jacques Rancière, and other theorists, Gert Biesta shows how students’ existence as subjects hinges on the creation of existential possibilities, through which students can assert their "grown-up" place in the world. Written for researchers and students in the areas of philosophy of education, educational theory, curriculum theory, teaching, and teacher education, The Rediscovery of Teaching demonstrates the important role of teachers and teaching in the project of education as emancipation towards grown-up ways of being in the world.
Author: Azhar Ibrahim
Author: Azhar Ibrahim
Author: Azhar Ibrahim
Author: Greg Wiggan
Author: Christopher M. Span
Author: Cora Wilson Stewart
Author: Charles Bingham
Author: Cheryl Wills
Author: Gert J. J. Biesta
Author: Gert Biesta
Author: