Imagining Education Taking Chat Based Transformative Action
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Imagining Education: Taking CHAT Based Transformative Action
This book is about the reflective journey of Sharada Gade, a teacher-practitioner who turned into a researcher-practitioner. The book holds many lessons, as the author talks about her collaboration with teachers and her experience in coauthoring research reports with them. She also discusses how to teach and implement instructional interventions. This practical knowledge is supported by perspectives from cultural historical activity theory (CHAT). Such a stance offers conceptual clarity to the book's lessons by drawing from across continents, institutions and academic fields. The culmination of these efforts makes for fascinating reading, one that sheds much needed theoretical-practical light for practitioners to take transformative action in their own classrooms.
Methods for Researching Professional Learning and Development
This volume provides alternatives for tackling existing empirical, methodological, and analytical challenges. It does so by providing a broad overview of less established, as well as emerging methods, which are of great relevance for current research on professional learning and development. As such, it offers a comprehensive collection of state-of-the-art methodologies and future directions within the workplace learning and professional development research. By describing these novel approaches and providing empirical illustrations, the book promotes innovative methodologies for investigating professional learning and development. It also supports scholars to understand upcoming empirical research and methods and encourages novice as well as established researchers to adopt new empirical strategies beyond traditional ones that have the potential to enrich a better understanding of professional learning and development.
Age and the Reach of Sociological Imagination
The dominant narratives of both science and popular culture typically define aging and human development as self-contained individual matters, failing to recognize the degree to which they are shaped by experiential and contextual contingencies. Our understandings of age are thereby "boxed in" and constricted by assumptions of "normality" and naturalness that limit our capacities to explore possible alternative experiences of development and aging, and the conditions – both individual and social – that might foster such experiences. Combining foundational principles of critical social science with recent breakthroughs in research across disciplines ranging from biology to economics, this book offers a scientifically and humanly expanded landscape for apprehending the life course. Rejecting familiar but false dichotomies such as "nature vs. nurture" and "structure vs. agency", it clarifies the organismic fundamentals that make the actual content of experience so centrally important in age and development, and it also explores why attention to these fundamentals has been so resisted in studies of individuals and individual change, and in policy and practice as well. In presenting the basic principles and reviewing the current state of knowledge, Dale Dannefer introduces multi-levelled social processes that shape human development and aging over the life course and age as a cultural phenomenon – organizing his approach around three key frontiers of inquiry that each invite a vigorous exercise of sociological imagination: the Social-Structural Frontier, the Biosocial Frontier and the Critical-Reflexive Frontier.