Etiske og sociale formål med uddannelse

This book examines social inclusion in the education sector in India for Scheduled Castes. It works with exhaustive state-level studies and foregrounds the historical struggles of the SCs to understand why the quest for education is so central to shaping SC consciousness and aspirations.

This book provides a new, empirically informed framework designed to equip higher education faculty with the tools to help students engage in humanizing, mutually beneficial, and anti-colonial experiential education alongside other students and communities around the world.

This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education.

This volume brings together interdisciplinary research, theoretical perspectives, and detailed explanations of paths and examples to help colleges become supportive spaces for pregnant and parenting students.

This book presents an interdisciplinary framework to map out contemporary educational studies in India. It addresses emerging discourses on educational policies, functioning of institutions and actual practices in teaching and learning. It discusses how region, gender, class, caste and minorities relate to the educational system.

This rigorous edited collection discusses complex processes related to student experience and belonging in contemporary higher education worldwide. It will be a key resource for scholars, practitioners and researchers of higher education, education policy and leadership, educational studies and research.

This book explores the impacts on personal and professional, local and global forms of belonging in educational spaces amidst rapid changes shaped by globalization.

Framed by the theoretical work of Gloria Anzaldúa, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the US border, to explore how young people engage in acts of "bridging" to develop rich, transnational identities.

This volume uses an anthropological approach to contemplate ways of reimagining general education for the 21st century and how we might truly transform the educational endeavor to be holistic, comprehensive, and aligned with the needs of people and the planet in the decades to come.

Recognizing the need for increased social justice in the fields of TESOL and English Language Teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula.

En konsekvens af de seneste årtiers ensidige satsning på kompetencer og teknokratisk ufornuft i skolen er, at spørgsmålet om dannelse i nærmest gammeldags forstand i dag igen står centralt i diskussionen om skolens formål.Thi modernisterne og tilpasningspædagogikken har fejlet, og vi oplever i dag en fremmedgørende ligegyldighed i forhold til skole og undervisning. Fokus har været for snævert og instrumentelt, og har ikke kunnet løse grundskolens brede dannelsesopgave. Martin A. Hansen, som var lærer, vidste, at livet er flerstrenget, og det tager hans overvejelser om skolen og dens formål netop højde for. Til barnets bedste – Martin A. Hansen og skolen i dag er opdelt i to dele. I første del gengives tekster af Martin A. Hansen, mens teksterne i bogens anden del, skrevet af Martin A Hansen kendere, bl.a. professor Niels Gunder Hansen. aktualiserer Martin A. Hansens skoletanker i dialog med væsentlige problemstillinger, som knytter sig til skolen, som den er i dag. Per Schulz Jørgensen har skrevet et stærkt forord, det sidste han overhovedet skrev.Bogen er illustreret med Marin A. Hansens skitser, malerier m.v.

Vi lever i en digital tid, og når du skal vise, hvem du er, sker det i høj grad online. Det er også i den retning, din kommende potentielle arbejdsgiver kigger. Derfor er det vigtigt, at du online fremstår som en profil målrettet mod din ønskede karrierestart og målgruppe af eftertragtede arbejdsgivere.Brandingbooster er et 14-dages kursus i personlig branding specifikt til universitetsstuderende. Du lærer, hvordan du kan underbygge dit CV og din ansøgning med en onlineprofil, der gør dig til en troværdig ansøger, som bliver inviteret ind til den jobsamtale, du helst vil til.

I en tid, hvor topkarakterer på universiteter bliver kastet ud til højre og venstre som karameller til 10.-klassers sidste skoledag, forventer arbejdsgivere at blive bejlet til af nyuddannede kandidater med mere end deres uddannelsespapirer og tilhørende akademiske bedrifter. En høj karakter er ingen garanti for et job. Arbejdsgiverne kigger i langt højere grad på, om jobansøgeren under studietiden har stiftet bekendtskab med, udforsket og lært fra andre områder end klasseværelset, og du bliver vurderet på aktiviteter, der i højere grad afspejler det job, du ønsker at få, og om du kan dokumentere dine erfaringer og resultater på dit CV.Det kræver først og fremmest, at du som studerende er afklaret om dit første job, og at du har en forståelse for, hvad det kræver af kompetencer for at kunne udføre det job godt – såvel som at overbevise en arbejdsgiver om, at du kan og vil udføre jobbet bedre end andre ansøgere. Dernæst kræver det en målrettet indsats ved siden af studiet for at blive en kandidat, en arbejdsgiver tror på og ender med at ansætte.Studiebooster viser dig, hvordan du opbygger et overbevisende CV med brancheindsigt, anbefalinger, netværk, kompetencer og erhvervserfaring, så du får en troværdig profil og bliver lukket ind på arbejdsmarkedet, straks efter at du har færdiggjort din uddannelse.

Hvad gør du, når det samlede gennemsnit på specialer er så højt, at en topkarakter ikke længere er imponerende? For det er virkeligheden. De fleste specialer får en høj bedømmelse, og det gør arbejdsgivere ligeglade med din karakter – og i øvrigt også med indholdet af dit speciale. Men det skal jo skrives, og i stedet for at følge strømmen og lande i bunken af specialer, der kun bliver læst af din censor og underviser, kan du få langt mere ud af dit speciale, end du tror er muligt.Specialebooster præsenterer dig for et nyt og alternativt syn på dit speciale, der både sikrer dig en mere interessant og hurtigere skriveproces, et større antal læsere samt ikke mindst øger dine chancer markant for, at dit speciale giver dig et væsentligt forspring til at lande i det rigtige første job, når du er færdiguddannet.

Presenting concepts from academia, industry, and practice, The Ideas-Informed Society closes the gap between the ideal of the ideas-informed society and reality - the chapters conceive what an ideal ideas-informed society would look like, the key ingredients of an ideas-informed society, and how to make it happen.

This book brings together a series of papers on education in rural Zimbabwe. It is informed throughout by the generative theory of rurality, which sees rural communities as the most significant agents in solving the challenges they face. Against this theoretical backdrop, the 13 chapters challenge policy makers, researchers and educators to confront the problem of poor academic performance among learners in rural learning ecologies. The book demonstrates that rural communities, in Zimbabwe and elsewhere, can improve their educational outcomes through community-led action, involving traditional leadership and other stakeholders. The key message is that communities have the opportunity to become the authors of their own destinies in shaping future educational results."This book brings together important views on improving learning in rural ecologies. The arguments brought forward can lead to responsive policies that can greatly benefit rural education."¿Colwasi Mthunzi, Professor of Curriculum Innovations, Solusi University"A book that brings so much hope for rural learners and also encourages the community and parents/guardians to play an active role in the learning of their children."¿Nosizo Shava, Senior Sociology Lecturer, Hillside Teachers College"Well-articulated papers on the ways of reducing inequalities between rural and urban education."¿Shepherd Ndondo, Post-doc fellow in Philosophy of Education, University of Fort Hare

This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom.

The chapters in this book grapple in varying ways with Barbara Adam's concept of timescapes, which provides a powerful metaphor that extends the imagery of landscapes to enable an understanding of time as entwined with space, conceptually drawn and constituted experientially.

Positing the washroom as an onto-epistemological site which exemplifies the way in which school spaces govern how gender is experienced, normalized, and understood by youth, this text illustrates how current school policies and practices around bathrooms fail to dismantle cisnormativity and recognize trans lives.

This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education.

This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice.

This book explores the conceptual framework, opportunities for learning, as a transaction between literacy learners, mediating agents, and the literacy content to be learned within social, cultural, and historical contexts.