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Educational Theories, Cultures and Learning

A Critical Perspective

Edited by Harry Daniels, Hugh Lauder, Jill Porter

Routledge – 2009 – 246 pages

Series: Critical Perspectives on Education

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Description

Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education - learners and teachers.

Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around pedagogy, globalisation, and learning and teaching, such as:

  • What role does culture play in our understanding of pedagogy?
  • What role do global influences, especially economic, cultural and social, have in shaping our understanding of education?
  • How does language influence our thinking about education?
  • What implications does our view of childhood have for education?
  • How do learners negotiate the transition between the different phases of education?
  • How best can children learn the 'school knowledge'?
  • What is a teacher? And how do teachers learn?
  • How do we understand learners, their minds, identity and development?

To encourage reflection, many of the chapters also include questions for debate and a guide to further reading.

Read alongside its companion volume, Knowledge, Values and Educational Policy, readers will be encouraged to consider and think about some of the key issues facing education and educationists today.

Contents

Introduction

HARRY DANIELS, HUGH LAUDER AND JILL PORTER

Section 1 How education is understood in different cultures

Introduction to Section 1

HUGH LAUDER

1.1 Pedagogy, culture and the power of comparison

ROBIN ALEXANDER

1.2 Pedagogy and Cultural Convergence

ROGER DALE

1.3 Metaphors in education

ANNA SFARD

Section 2 The person in education

Introduction to section 2

JILL PORTER

2.1 Students’ Development in Theory and Practice: The Doubtful Role of Research

KIERAN EGAN

2.2 Cyberworlds: Children in the Information Age

SARAH L.HOLLOWAY AND GILL VALENTINE

2.3 The learner, the learning process and pedagogy in social context

JULIAN WILLIAMS

2.4 Brain development during adolescence

SARAH-JAYNE BLAKEMORE

2.5 Interrogating student voice: pre-occupations, purposes and possibilities

MICHAEL FIELDING

2.6 The transition to school: Reflections from a contextualist perspective

JONATHAN R.H.TUDGE, LIA B. L. FREITAS AND FABIENNE DOUCET

Section 3 Teachers and Learners

Introduction to section 3

HARRY DANIELS

3.1 Vygotsky, Tutoring and Learning

DAVID WOOD AND HEATHER WOOD

3.2 Becoming a Teacher; a sociocultural analysis of initial teacher education

ANNE EDWARDS

3.3 Teaching as an affective practice

CHRIS JAMES

3.4 Cultivating positive learning dispositions

GUY CLAXTON

3.5 Continuity and Discontinuity in School Transfer

YOLANDE MUSCHAMP

3.6 Moral development and education

WIM WARDEKKER

3.7 The significance of 'I' in living educational theories

JACK WHITEHEAD

3.8 Identity, agency and social practice

WILLIAM LACHICOTTE

Author Bio

Harry Daniels is Professor of Education: Culture and Pedagogy, Head of the Learning as Cultural and Social Practice Research Programme, and Director of the Centre for Sociocultural and Activity Theory Research at the University of Bath, UK.

Hugh Lauder is Professor of Education and Political Economy, and Head of the Policy and Management Research Group, at the University of Bath, UK.

Jill Porter is Senior Lecturer in Research Methods and Special Education at the University of Bath, UK.

Name: Educational Theories, Cultures and Learning: A Critical Perspective (Paperback)Routledge 
Description: Edited by Harry Daniels, Hugh Lauder, Jill Porter. Educational Theories, Cultures and Learning focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors...
Categories: Theory of Education, International & Comparative Education, Philosophy of Education