Bridging educational leadership, curriculum theory and didaktik - Non-affirmative theory of education., 2017
Uljens, M. &,Ylimaki, R. (2017). (Eds.). Bridging Educational Leadership, Curriculum Theory and ... more Uljens, M. &,Ylimaki, R. (2017). (Eds.). Bridging Educational Leadership, Curriculum Theory and Didaktik. Non-affirmative Theory of Education. Dordrecht: Springer.
Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
Boaventura de Sousa Santos’ groundbreaking theories on epistemology, politics, and society are we... more Boaventura de Sousa Santos’ groundbreaking theories on epistemology, politics, and society are weaved into brilliant focus against the backdrop of educational practice. What emerges is a powerful exposé of political tensions, contestations, and ruptures, inherent to the struggle against the persistent colonizing forces in the lives of oppressed populations. Central to this decolonizing treatise are the paradigmatic transformations essential to an education truly in the service of democratic life. Antonia Darder Leavey Endowed Chair of Ethics & Moral Leadership Loyola Marymount University, Los Angeles Distinguished Visiting Professor of Education, University of Johannesburg, South Africa
A must read for educators and for students. Boaventura and Education allows one to understand the importance of the work of Boaventura de Sousa Santos that is essential for those who struggle for another world; that is more just, democratic, and united. It is urgent to understand the diversity of realities, cultures, and knowledges in schools and, thus, to be able to understand, collaborate, and coexist with “those others” whom we have only erroneous, distorted, and undervalued images in the vast majority of the textbooks. It is urgent to question the imperialism of Eurocentric knowledge and the exclusivity of positivist rigor and assume a plurality of epistemologies as an instrument of empowerment against the hegemonic points of neoliberal globalization and in favor of a new type of cosmopolitanism from the bottom up in order to understand and intervene on the complex physical and social realities that characterize life on our planet.
Jurjo Torres Santome Professor Universidade de A Coruna, Spain
In her work of art, precision, and clarity on the work of Boaventura, who is one of the most original thinkers of the moment, Inês Barbosa de Oliveira offers us a new framework with which to analyze and critically understand education. The ideas and reflections on Boaventura de Sousa Santos are an inexhaustible source of suggestions to develop a barrage of contention against pessimism, ignorance, and dogmatism both in the field of curriculum and in educational theory and policy. Oliveira’s Boaventura and Education is a fundamental tool for thinking criticallyfor all those who oppose the mental paralysis that harasses us; we can not be less than grateful for this work.
Jose Felix Angulo Rasco Professor of Education University of Cadiz, Spain Professor of Education Universidad Católica de Valparaíso, Chile.
This book challenges educators to be agents of change, to take history into their own hands, and ... more This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. Paraskeva embraces a pedagogy of hope championed by Paulo Freire where people become conscious of their capacity to intervene in the world to make it less discriminatory and more humane.
The field of curriculum studies is theoretically shattered and profoundly disputed to such an ext... more The field of curriculum studies is theoretically shattered and profoundly disputed to such an extent that disputes have become an endemic part of the field’s DNA. Such quarrels, on some occasions, have been intellectually sanguinary. Sometimes the field appears to be an estuary of ideological debris upon which new cultural battles will be fought. What/whose knowledge is of most worth, for whom, as well as the way such knowledge has been produced, packaged, legitimized, taught, and evaluated have all always been sites of open ideological carnage among different groups – dominant and counter- dominant – aiming to conceptualize and perpetuate a specific power matrix. The struggle for curriculum in the United States was always a struggle for the ideological foundation of its society. As a social construct, curriculum was always both a starting and arrival point of acute political battles, imposing itself as one of the most refined mechanisms of economic, cultural, and political segregation of capitalist societies. The nexus, or the lack thereof, of curriculum and society colonizes the field’s theory and development.
Bridging educational leadership, curriculum theory and didaktik - Non-affirmative theory of education., 2017
Uljens, M. &,Ylimaki, R. (2017). (Eds.). Bridging Educational Leadership, Curriculum Theory and ... more Uljens, M. &,Ylimaki, R. (2017). (Eds.). Bridging Educational Leadership, Curriculum Theory and Didaktik. Non-affirmative Theory of Education. Dordrecht: Springer.
Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
Boaventura de Sousa Santos’ groundbreaking theories on epistemology, politics, and society are we... more Boaventura de Sousa Santos’ groundbreaking theories on epistemology, politics, and society are weaved into brilliant focus against the backdrop of educational practice. What emerges is a powerful exposé of political tensions, contestations, and ruptures, inherent to the struggle against the persistent colonizing forces in the lives of oppressed populations. Central to this decolonizing treatise are the paradigmatic transformations essential to an education truly in the service of democratic life. Antonia Darder Leavey Endowed Chair of Ethics & Moral Leadership Loyola Marymount University, Los Angeles Distinguished Visiting Professor of Education, University of Johannesburg, South Africa
A must read for educators and for students. Boaventura and Education allows one to understand the importance of the work of Boaventura de Sousa Santos that is essential for those who struggle for another world; that is more just, democratic, and united. It is urgent to understand the diversity of realities, cultures, and knowledges in schools and, thus, to be able to understand, collaborate, and coexist with “those others” whom we have only erroneous, distorted, and undervalued images in the vast majority of the textbooks. It is urgent to question the imperialism of Eurocentric knowledge and the exclusivity of positivist rigor and assume a plurality of epistemologies as an instrument of empowerment against the hegemonic points of neoliberal globalization and in favor of a new type of cosmopolitanism from the bottom up in order to understand and intervene on the complex physical and social realities that characterize life on our planet.
Jurjo Torres Santome Professor Universidade de A Coruna, Spain
In her work of art, precision, and clarity on the work of Boaventura, who is one of the most original thinkers of the moment, Inês Barbosa de Oliveira offers us a new framework with which to analyze and critically understand education. The ideas and reflections on Boaventura de Sousa Santos are an inexhaustible source of suggestions to develop a barrage of contention against pessimism, ignorance, and dogmatism both in the field of curriculum and in educational theory and policy. Oliveira’s Boaventura and Education is a fundamental tool for thinking criticallyfor all those who oppose the mental paralysis that harasses us; we can not be less than grateful for this work.
Jose Felix Angulo Rasco Professor of Education University of Cadiz, Spain Professor of Education Universidad Católica de Valparaíso, Chile.
This book challenges educators to be agents of change, to take history into their own hands, and ... more This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. Paraskeva embraces a pedagogy of hope championed by Paulo Freire where people become conscious of their capacity to intervene in the world to make it less discriminatory and more humane.
The field of curriculum studies is theoretically shattered and profoundly disputed to such an ext... more The field of curriculum studies is theoretically shattered and profoundly disputed to such an extent that disputes have become an endemic part of the field’s DNA. Such quarrels, on some occasions, have been intellectually sanguinary. Sometimes the field appears to be an estuary of ideological debris upon which new cultural battles will be fought. What/whose knowledge is of most worth, for whom, as well as the way such knowledge has been produced, packaged, legitimized, taught, and evaluated have all always been sites of open ideological carnage among different groups – dominant and counter- dominant – aiming to conceptualize and perpetuate a specific power matrix. The struggle for curriculum in the United States was always a struggle for the ideological foundation of its society. As a social construct, curriculum was always both a starting and arrival point of acute political battles, imposing itself as one of the most refined mechanisms of economic, cultural, and political segregation of capitalist societies. The nexus, or the lack thereof, of curriculum and society colonizes the field’s theory and development.
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Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
Antonia Darder
Leavey Endowed Chair of Ethics & Moral Leadership
Loyola Marymount University, Los Angeles
Distinguished Visiting Professor of Education, University of Johannesburg, South Africa
A must read for educators and for students. Boaventura and Education allows one to understand the importance of the work of Boaventura de Sousa Santos that is essential for those who struggle for another world; that is more just, democratic, and united. It is urgent to understand the diversity of realities, cultures, and knowledges in schools and, thus, to be able to understand, collaborate, and coexist with “those others” whom we have only erroneous, distorted, and undervalued images in the vast majority of the textbooks. It is urgent to question the imperialism of Eurocentric knowledge and the exclusivity of positivist rigor and assume a plurality of epistemologies as an instrument of empowerment against the hegemonic points of neoliberal globalization and in favor of a new type of cosmopolitanism from the bottom up in order to understand and intervene on the complex physical and social realities that characterize life on our planet.
Jurjo Torres Santome Professor Universidade de A Coruna, Spain
In her work of art, precision, and clarity on the work of Boaventura, who is one of the most original thinkers of the moment, Inês Barbosa de Oliveira offers us a new framework with which to analyze and critically understand education. The ideas and reflections on Boaventura de Sousa Santos are an inexhaustible source of suggestions to develop a barrage of contention against pessimism, ignorance, and dogmatism both in the field of curriculum and in educational theory and policy. Oliveira’s Boaventura and Education is a fundamental tool for thinking criticallyfor all those who oppose the mental paralysis that harasses us; we can not be less than grateful for this work.
Jose Felix Angulo Rasco
Professor of Education University of Cadiz, Spain
Professor of Education Universidad Católica de Valparaíso, Chile.
Papers by joão paraskeva
http://www.springer.com/us/book/9783319586489
Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.
Antonia Darder
Leavey Endowed Chair of Ethics & Moral Leadership
Loyola Marymount University, Los Angeles
Distinguished Visiting Professor of Education, University of Johannesburg, South Africa
A must read for educators and for students. Boaventura and Education allows one to understand the importance of the work of Boaventura de Sousa Santos that is essential for those who struggle for another world; that is more just, democratic, and united. It is urgent to understand the diversity of realities, cultures, and knowledges in schools and, thus, to be able to understand, collaborate, and coexist with “those others” whom we have only erroneous, distorted, and undervalued images in the vast majority of the textbooks. It is urgent to question the imperialism of Eurocentric knowledge and the exclusivity of positivist rigor and assume a plurality of epistemologies as an instrument of empowerment against the hegemonic points of neoliberal globalization and in favor of a new type of cosmopolitanism from the bottom up in order to understand and intervene on the complex physical and social realities that characterize life on our planet.
Jurjo Torres Santome Professor Universidade de A Coruna, Spain
In her work of art, precision, and clarity on the work of Boaventura, who is one of the most original thinkers of the moment, Inês Barbosa de Oliveira offers us a new framework with which to analyze and critically understand education. The ideas and reflections on Boaventura de Sousa Santos are an inexhaustible source of suggestions to develop a barrage of contention against pessimism, ignorance, and dogmatism both in the field of curriculum and in educational theory and policy. Oliveira’s Boaventura and Education is a fundamental tool for thinking criticallyfor all those who oppose the mental paralysis that harasses us; we can not be less than grateful for this work.
Jose Felix Angulo Rasco
Professor of Education University of Cadiz, Spain
Professor of Education Universidad Católica de Valparaíso, Chile.