標(biāo)題: Titlebook: Development Education in Policy and Practice; Stephen McCloskey (Director) Book 2014 Palgrave Macmillan, a division of Macmillan Publisher [打印本頁] 作者: NERVE 時間: 2025-3-21 18:57
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書目名稱Development Education in Policy and Practice讀者反饋
書目名稱Development Education in Policy and Practice讀者反饋學(xué)科排名
作者: 刺穿 時間: 2025-3-21 22:35 作者: enormous 時間: 2025-3-22 03:40 作者: Clinch 時間: 2025-3-22 08:29 作者: 確定方向 時間: 2025-3-22 11:25
Development Education and Climate Changeistoric ice core analysis combine with observed climatic changes around the world to support the notion that climate change is happening and that human activity is a primary cause (IPCC, Intergovernmental Panel on Climate Change, 2007a, 2007b).作者: 不要不誠實 時間: 2025-3-22 14:00
Groping towards a New Future: Education for Paradigm Changeheory and practice or to development education, is particularly prone to these evolutionary and optimistic assumptions, reflecting the optimism of the post-war era in which the development project was born.作者: 不要不誠實 時間: 2025-3-22 17:22 作者: 胖人手藝好 時間: 2025-3-23 01:11 作者: 原諒 時間: 2025-3-23 02:49
The Deglobalisation Paradigm: A Critical Discourse on Alternativeses before. However, the combination of the economic and ecological crises, the impacts of drastic reforms being- put in place to respond to the crises, as well as the magnitude of globalisation have made the challenges more daunting than previously experienced in history.作者: 侵略者 時間: 2025-3-23 06:21 作者: MULTI 時間: 2025-3-23 11:34
Gravity, Geoid and Earth Observationext for the new paradigms for social transformation. Finally we turn to . ., that is to say how the region’s experiences and conceptual paradigms are received and reworked in the global North. In doing so the relevance of recent transformation in Latin America for development education is critically assessed.作者: 逢迎春日 時間: 2025-3-23 17:44
Typologies of Development Education: From Learning About Development to Critical Global Pedagogyas further tailing to government agendas (Cameron and Fairbrass, 2004; Sclby and Kagawa, 2011) and to others as an opportunity which creates spaces for schools and teachers to promote understanding about development and global themes from their own perspective.作者: 責(zé)怪 時間: 2025-3-23 18:33
New Paradigms for Social Transformation in Latin Americaext for the new paradigms for social transformation. Finally we turn to . ., that is to say how the region’s experiences and conceptual paradigms are received and reworked in the global North. In doing so the relevance of recent transformation in Latin America for development education is critically assessed.作者: 體貼 時間: 2025-3-24 02:13
Introduction: Transformative Learning in the Age of Neoliberalismladical pedagogy rooted in the global South with the capacity for self- and communal transformation. It represents the enduring capacity of education to raise the learner beyond his or her physical environment, extend their imagination to new horizons, attain new forms of cultural expression, overco作者: tendinitis 時間: 2025-3-24 03:49
Learning to Read the World? Educating for ‘Active (Global) Citizenship’ in the Formal Curriculumig Kielburger, the Canadian-born anti-child labour activist, who. at the age of 12, founded the International Non-Governmental Organisation .. The rationale for inclusion of a young, white, middle class Canadian activist’s story in a textbook designed for Irish students is presumably to motivate stu作者: Indelible 時間: 2025-3-24 08:49 作者: 包租車船 時間: 2025-3-24 14:00 作者: 屈尊 時間: 2025-3-24 16:54 作者: MULTI 時間: 2025-3-24 19:00 作者: 四牛在彎曲 時間: 2025-3-25 02:44 作者: 針葉 時間: 2025-3-25 06:45
Development Education and Climate Changeour understanding of the atmosphere by revealing that nitrogen and oxygen are transparent to both visible and infrared radiation, while other gases, including carbon dioxide, methane and water vapour, are transparent in the visible part of the spectrum, but partially opaque in the infrared part of t作者: intoxicate 時間: 2025-3-25 08:17 作者: constitute 時間: 2025-3-25 12:07
New Paradigms for Social Transformation in Latin Americaradigm for social transformation. This chapter feeds into these debates from a critical Latin American perspective. The first section below traces the emergence of new paradigms in Latin America .. They are contextualised both intellectually and in the political era in which they arise. This is foll作者: 跳動 時間: 2025-3-25 17:19
Political Society and Subaltern Social Movements (SSM) in India: Implications for Development/ Globaly in the ‘First World’ (imperial societies), could benefit from radical democratisation in terms of the potential range of relevant source(s) of knowledge(s), experience(s), analyses and teleological/ political possibilities that DE has strenuously avoided, ignored or remained suspiciously obliviou作者: 效果 時間: 2025-3-25 21:46
The Deglobalisation Paradigm: A Critical Discourse on Alternativesnd other developing countries, is a concrete manifestation of the depth reached by globalisation. The world has experienced a number of financial crises before. However, the combination of the economic and ecological crises, the impacts of drastic reforms being- put in place to respond to the crises作者: 過份好問 時間: 2025-3-26 01:05
https://doi.org/10.1007/978-3-642-79880-1tical thinking to that of wider society’s struggle for social justice. Thus, just as the learner could become liberated by an awakening of critical consciousness so could society become liberated from the shackles of oppression. This was a truly revolutionary vision of education that resonated throu作者: 逃避現(xiàn)實 時間: 2025-3-26 07:18 作者: FLEET 時間: 2025-3-26 10:07 作者: 長處 時間: 2025-3-26 14:49 作者: Host142 時間: 2025-3-26 18:15 作者: misshapen 時間: 2025-3-27 00:44
Gravity, Geoid and Earth Observationcluding the imbrication of the development project in the continued exercise of a coloniality of power (Quijano, 2000). This would require problematising the Euro-uni-versal conception of development by engaging pluri-versal conceptions (and what lies in-between), as is often forwarded by anti-colon作者: 帶來的感覺 時間: 2025-3-27 01:58 作者: 卜聞 時間: 2025-3-27 05:27
Learning to Read the World? Educating for ‘Active (Global) Citizenship’ in the Formal Curriculumis a ‘much in demand speaker’’, and about the ‘international recognition’ and the ‘many awards” that Craig has received for his work and his ‘critically acclaimed’ book, . . (Cassidy and Kingston, 2004: 51),作者: 歌曲 時間: 2025-3-27 09:59
Critical Thinking and Development Education: How Do We Develop Meta-Cognitive Capacities?m are made explicit and juxtaposed, enabling each perspective to provide what Gallic called ‘a(chǎn) permanent potential critical value’ (1955–1956: 193) to . other perspective. The goal of this chapter is to make explicit a number of different meanings of the term ‘critical’ as it is used in development 作者: upstart 時間: 2025-3-27 15:08 作者: ROOF 時間: 2025-3-27 17:48
Moving Beyond Boundaries: Development Education in Initial Teacher Educationum of lifelong learning, teacher education policy in Ireland has drawn on key theories and discourses in teacher education around reflective and inquiry-oriented practice, collaborative learning communities and situated learning (Teaching Council, 201作者: 武器 時間: 2025-3-27 22:48 作者: 附錄 時間: 2025-3-28 03:25
uth. This volume debates development education practice and the policy environment in which it is delivered. It affirmatively points to the transformative power of education as a means toward social change.978-1-349-45900-1978-1-137-32466-5作者: 上坡 時間: 2025-3-28 10:20
https://doi.org/10.1007/978-3-642-79880-1ladical pedagogy rooted in the global South with the capacity for self- and communal transformation. It represents the enduring capacity of education to raise the learner beyond his or her physical environment, extend their imagination to new horizons, attain new forms of cultural expression, overco作者: STING 時間: 2025-3-28 12:27 作者: 腐敗 時間: 2025-3-28 18:21 作者: 換話題 時間: 2025-3-28 22:16
A. Albertella,F. Migliaccio,F. Sansóe the terns might be widely used, it is used by different people and groups in ways that are completely embedded in different sets of assumptions or beliefs (today we would probably say ‘discourses’) In such a context there are multiple possible outcomes. One is what O’Sullivan (1999) has referred t作者: 粗野 時間: 2025-3-28 23:00 作者: Morphine 時間: 2025-3-29 04:54
https://doi.org/10.1007/978-3-031-42096-2ional policy where it was intermittently prodded and nudged by government reports and critical commentary, it was generally left to its own devices, responding as best it could to the changing needs of Irish society and the developing knowledge-base of education, pedagogy and children’s learning- Mo作者: 畸形 時間: 2025-3-29 10:28
Gravity, Cosmology, and Astrophysics education sector and considers the implications for development education capacity and practice- it suggests a number of ways in which research enhances development education capacity, but argues that ‘research’ and the academic contribution need to be reimagined to address problematic divides. Dov作者: 痛恨 時間: 2025-3-29 14:34 作者: custody 時間: 2025-3-29 16:43
Jayant V. Narlikar,T. Padmanabhanion is that standards of material comfort and quality of life are going lo improve for ourselves and for our children. When, as is currently the case, many face a decline in income and opportunity, there seems a generalised instinct to treat this as temporary and a presumption that things are going 作者: Discrete 時間: 2025-3-29 19:53 作者: 吵鬧 時間: 2025-3-30 03:29
Gravity, Geoid and Earth Observationly in the ‘First World’ (imperial societies), could benefit from radical democratisation in terms of the potential range of relevant source(s) of knowledge(s), experience(s), analyses and teleological/ political possibilities that DE has strenuously avoided, ignored or remained suspiciously obliviou作者: 壓迫 時間: 2025-3-30 08:08 作者: endarterectomy 時間: 2025-3-30 10:00 作者: CANON 時間: 2025-3-30 12:24
https://doi.org/10.1057/9781137324665citizenship; education; Engagement; Europe; globalization; Policy; poverty; transformation; work作者: RLS898 時間: 2025-3-30 17:52
978-1-349-45900-1Palgrave Macmillan, a division of Macmillan Publishers Limited 2014
