Students Perspectives On Schooling
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Students' Perspectives On Schooling
Author: Osler, Audrey
language: en
Publisher: McGraw-Hill Education (UK)
Release Date: 2010-05-01
Education.
Asian Perspectives on Education for Sustainable Development
This book critically considers what various Asian philosophies can contribute to a more substantive discourse on sustainability education and educational philosophy. The contributors examine how ‘east’ and ‘west’ interact in educational philosophy and practice in Asian contexts. As a collection, they provide a broad view of Asian sustainability thinking that is not dominated by Confucianism, Buddhism, Islam, and post-colonialism, but rather which regards these themes—and other frameworks for sustainable education—as dynamic aspects of Asian contexts, both historically and today. As such, the book invites readers to consider the challenges and opportunities for theorising of sustainability in the philosophy of education, while also critically engaging with the way in which ‘Asia’ and ‘east’ are typically understood. Of interest to those researchers in Asian conceptions of sustainability, this book highlights a series of potential insights in relation to the often-foregrounded perspectives of Global North and western-based frameworks. The chapters were originally published in Educational Philosophy and Theory.
In Our Own Words
Author: Jeffrey Shultz
language: en
Publisher: Rowman & Littlefield Publishers
Release Date: 2001-10-16
If educational reform is to succeed, it must attend to the perspectives of students-those most directly affected by schooling but least often consulted about its efficacy. This is the premise of the first book both to feature student perspectives on school and to foreground student voices; middle and high school students are the primary authors of the eight chapters collected in this volume aptly titled In Our Own Words. Reflecting differences of gender, racial, and ethnic background, and school context, the student authors write passionately and eloquently about their experiences of and desires for school. Through their explorations of topics as diverse as bilingual education, class cutting, teacher bias, race relations in school, what girls need from their education, and innovative curricular models, these student authors not only counter stereotypes of apathetic teenagers but also clearly identify what hinders and what supports their learning. For both the insights offered and the freshness of the students' voices, this collection is a must read for anyone who has a stake in making school a place where students can and want to learn.