Etiske og sociale formål med uddannelse

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 edited collection introduces English and literacy educators to the theoretical, research-based, and practical dimensions of using digital memetic texts¿"memes"¿in the classroom.

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 volume presents an interdisciplinary framework to map out contemporary educational studies in India. Based on conceptual tools, quantitative methods and ethnographic accounts drawn from extensive fieldwork, it addresses emerging discourses on educational policies, their operation in the everyday functioning of institutions and actual practices in teaching and learning. Individual chapters discuss the intersectionality in the current educational system of region, gender, class, caste and minorities.With comparative perspectives and case studies from across states, including under-studied rural and urban regions of India, the book explores a wide range of issues affecting the educational system, including socioeconomic and gender inequalities; the educational status of tribal settlements in the hinterlands and their respective urban areas; the marginalisation of minorities; challenges in accessing educational avenues and choices; and the model for imparting vocational education and training. It navigates complex sites of discrimination and exclusion in the institutional spaces of the educational system and assesses the consequences of market dynamics and ideological undercurrents. Presenting first-hand information from the field, it evaluates educational policies, practices and research; investigates challenges and failures; provides suggestions and fosters critical thinking for a knowledge society.The findings in this book will be of interest to researchers, scholars and teachers of education, economics, sociology, urban education and the politics of education, as well as of public policy, governance and development studies. It will also be useful to research institutions, policymakers, educationists, social scientists, education professionals, and governmental and non-governmental bodies working on education.

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.Encouraging readers to consider the idea of belonging as an educational goal as much as a guiding educational strategy, this text forms a unique contribution to the field. Drawing on empirical and theoretical analyses, chapters illustrate how educational experience informs a sense of belonging, which is increasingly juxtaposed against a variety of global dynamics including neoliberalism, transnationalism, and global policy and practice discourses. Addressing phenomena such as refugee education, large-scale international assessments, and study abroad, the volume's focus on ten countries including Japan, Sierra Leone, and the US demonstrates the complexities of globalization and illuminates possibilities for supporting new constructions of belonging in rapidly globalizing educational spaces.This text will benefit researchers, academics, and educators with an interest in international and comparative education, multicultural education, and educational policy more broadly. Those interested in the sociology of education and cultural studies within education will also benefit from this volume.

Framed by the theoretical work of Gloria Anzaldúa, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the U.S. border to explore how young people engage in acts of "bridging" to develop rich, transnational identities.Using a wealth of empirical data gathered through interviews and observations, and featuring perspectives from multinational and transnational authors, this text highlights how youth resist racialized and raciolinguistic oppression in both formal and informal contexts by purposefully engaging with their heritage culture and language. In doing so, they defy deficit narratives and negotiate identities in the "in-between." As a whole, the volume engages issues of identity, language, and education, and offers a uniquely asset-based perspective on the complexities of transnational youth identity, demonstrating its value in educational and academic spaces in particular.This text will benefit researchers, academics, and educators with an interest in the sociology of education, multicultural education, and youth culture more broadly. Those interested in language and identity studies, as well as adolescence, schooling, and bilingualism, will also benefit from this volume.

The current higher education policy and practice landscape is simultane-ously marked by uncertainty and hope, and nowhere are these tensions more present than in discussions and actions around general education. This volume uses an anthropological approach to contemplate ways of re-imagining general education for the 21st century and how faculty, teach-ers, administrators, and others can transform the educational endeavor to be holistic, comprehensive, and aligned with the needs of people and the planet in the decades to come. Included are analyses of general education concepts such as "diversity," case studies of general education and con-necting curricula, opportunities for faculty development, unique general education student populations, assessment strategies, and philosophical/ pedagogical challenges. Contributors make the case that far from receding from a central role in higher education, there is a need to strengthen general education curricula as key to the educational needs of students, for the skills and competencies they require in the workplace and for civic engagement.

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.Advocacy for Social and Linguistic Justice in TESOL adopts a critical, and evidence-based approach to identifying effective practice in ensuring inclusive and equitable learning and teaching. Chapters address emergent issues including heritage language and L1 attrition, teacher and learner identity, and linguistic colonialism, as well as wider issues such as global citizenship and human rights. Focus is placed on empowering both educators and learners as advocates of social justice and consideration is also given to how social responsibility can be supported through enhanced teacher preparation and professional development.Making a timely contribution at the intersection of advocacy, social justice, and English language teaching, this book will be key reading for postgraduate researchers, scholars, and academics in the fields of TESOL and ELT, as well as language education, applied linguistics, and the sociology of education more broadly. English language teachers and practitioners will also find this volume of interest.

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.

"9 Mois en Toi" est un recueil de prières chrétiennes conçu spécialement pour les femmes enceintes qui aspirent à vivre une grossesse épanouie, tout en restant ancrées dans leur foi. Ce livre sera votre compagnon fidèle tout au long de cette saison si spéciale de la grossesse.Ce recueil de prières aborde divers sujets qui touchent à la grossesse, tels que la protection de votre enfant à naître, la santé et le bien-être de la maman, ainsi que les défis liés aux relations sociales qui peuvent survenir en raison des fluctuations hormonales. Ces prières sont adaptées à différentes situations de la grossesse et englobent également les personnes qui vous entourent pendant cette période.Au-delà d'une simple collection de prières, "9 Mois en Toi" vous encouragera à cultiver une relation croissante avec Dieu le Père et à rester connectée à Lui dans tous les aspects de votre vie. Vous serez inspirée à grandir spirituellement et à trouver la paix et la force nécessaires en Jésus-Christ, pour traverser chaque étape de cette aventure merveilleuse.

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.

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.

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.

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

Das Buch stellt die Konstruktion als deutschdidaktisches Tätigkeitsfeld neu vor. Mit Konstruktion sind all jene Tätigkeitsbereiche gemeint, in denen die Fachdidaktik produktiv auf Lehr- und Lernprozesse einwirkt ¿ in denen sie also Lehren und Lernen nicht nur forschend beobachtet und reflektiert, sondern auch aktiv mitgestaltet und entwickelt. Autorinnen und Autoren aus Deutschdidaktik und Schule diskutieren und reflektieren die Konstruktion aus unterschiedlichen Perspektiven. Das Buch plädiert für eine Stärkung der Konstruktion in der Didaktik im Sine einer Aufwertung wie einer Professionalisierung.

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. Space-time is deeply relational, contextual and experiential, forming overarching narratives of higher education, its purpose and its future. As timescapes become in/visibilised and subsumed, in various ways and in different contexts, into hegemonic discourses of individual responsibility and choice, new temporal framings must then be carefully re-negotiated and self-managed by students and teachers. The chapters thus draw on theoretical and empirical contributions to examine intersecting pressures and [im]possibilities across different timescapes in higher education. This book was originally published as a special issue of the journal Teaching in Higher Education.

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.Drawing on media-policy analysis, empirical study, and arts-based methodologies, it demonstrates how school spaces must be re-thought via a trans-centred epistemology, to be reflected in teacher education, policy, and curricula. Beginning with a review of the theoretical constellation of the heterotopia and critical trans-ing informing the analysis of data, it moves to offer a critical media and policy analysis of how trans and gender-diverse students are de-limited, erased, or harmed. This position is supported by analysis of empirical data from a school bathroom project, including student photographs of washrooms, and other visual expressions of gender-diverse and gender-complex individuals. These elements-the media-policy analysis, the empirical study, and the archival online material-ultimately combine to offer new justifications for critical trans-informed policies and practices in education that recognize and centre trans and gender-diverse knowledges, expressions, and experiences.Centring the specific and nuanced debates around trans phenomena via an innovative methodology, it makes a unique and extremely timely contribution to the debate on gender-inclusive bathrooms, as well as trans rights to self-identification. As such, it will appeal to scholars, postgraduates, educators, and faculty working in the area of gender and sexuality in education, with interests in trans phenomena.

This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education.Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education.As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international 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.Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers' tendency of promoting and upholding orthodox visions and missions.Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

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.

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. With contributions from top scholars from around the world, the chapters in this book provide a window into the varied ways learners, their families, educators, and researchers have co-constructed opportunities for learning in a range of PK-12 classrooms, community settings, and university classrooms across the globe. Building on decades of existing scholarship, contributors conceptualize literacy as social practice and discuss a variety of literacies-including engineering literacies, community literacies, and bilingual and multicultural literacies and more-through real-world and insightful examples. By situating literacy learning in the complex social, cultural, and historical contexts in which students, teachers, and families live and work, chapter authors provide nuanced, qualitative, and deeply profound views of literacy learning. Critical and informative, with a myriad of examples on co-constructed opportunities for learning, this volume is an essential text for graduate courses on literacy education, and for literacy researchers, teacher educators, and teachers.