Author: Anna Hickey-Moody
Release Date: 2013
How are the arts important in young people's lives? Youth, Arts and Education offers a groundbreaking theory of arts education. Anna Hickey-Moody explores how the arts are ways of belonging, resisting, being governed and being heard. Through examples from the United Kingdom and Australia, Anna Hickey-Moody shows the cultural significance of the kinds of learning that occur in and through arts. Drawing on the thought of Gilles Deleuze, she develops the theory of affective pedagogy, which explains the process of learning that happens through aesthetics. Bridging divides between critical pedagogical theory, youth studies and arts education scholarship, this book: Explains the cultural significance of the kinds of learning that occur in and through arts Advances a theory of aesthetic citizenship created by youth arts Demonstrates ways in which arts practices are forms popular and public pedagogy Critiques popular ideas that art can be used to fix problems in the lives of youth at risk Youth, Arts and Education is the first post-critical theory of arts education. It will be of interest to students and scholars across the social sciences and humanities, in particular in the sociology of education, arts education, youth studies, sociology of the arts and cultural studies.
There may not be a concept so central to sociology, yet so vaguely defined in its contemporary usages, than institution. In Revisiting Institutionalism in Sociology, Abrutyn takes an in-depth look at what institutions are by returning to some of the insights of classical theorists like Max Weber and Herbert Spencer, the functionalisms of Talcott Parsons and S.N. Eisenstadt, and the more recent evolutionary institutionalisms of Gerhard Lenski and Jonathan Turner. Returning to the idea that various levels of social reality shape societies, Abrutyn argues that institutions are macro-level structural and cultural spheres of action, exchange, and communication. They have emergent properties and dynamics that are not reducible to other levels of social reality. Rather than fall back on old functionalist solutions, Abrutyn offers an original and synthetic theory of institutions like religion or economy; the process by which they become autonomous, or distinct cultural spaces that shape the color and texture of action, exchange, and communication embedded within them; and how they gain or lose autonomy by theorizing about institutional entrepreneurship. Finally, Abrutyn lays bare the inner workings of institutions, including their ecology, the way structure and culture shape lower-levels of social reality, and how they develop unique patterns of stratification and inequality founded on their ecology, structure, and culture. Ultimately, Abrutyn offers a refreshing take on macrosociology that brings functionalist, conflict, and cultural sociologies together, while painting a new picture of how the seemingly invisible macro-world influences the choices humans make and the goals we set.
As the world seemingly gets smaller and smaller, schools around the globe are focusing their attention on expanding the consciousness and competencies of their students to prepare them for the conditions of globalization. Global citizenship education is rapidly growing in popularity because it captures the longings of so many—to help make a world of prosperity, universal benevolence, and human rights in the midst of globalization’s varied processes of change. This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens. Global citizenship in these schools has two main elements, both global competencies (economic skills) and global consciousness (ethical orientations) that proponents hope will bring global prosperity and peace. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. While not arguing against global citizenship education per se, the book argues that in its current forms it has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run.
This text, specifically for AQA specifications, is designed to be easy and encouraging for students to use. The book contains updated material and activities together with a new chapter on study skills. It also indicates clearly where activities meet the new evidence requirements for key skills.
Das Handbuch bietet einen umfassenden Überblick zur Erziehungs- und Bildungssoziologie. Neben klassischen Texten – u.a. von Adorno, Bourdieu, Durkheim und Luhmann – werden grundlegende Orientierungen und Paradigmen der Erziehungs- und Bildungssoziologie ausführlich dargestellt. Vom Elementarbereich bis zur Hochschule wird das Bildungssystem aus soziologischer Perspektive analysiert und werden dessen Probleme und Möglichkeiten aufgezeigt. Zudem werden Erziehungs- und Bildungsprozesse in den verschiedenen sozialen Zusammenhängen (u.a. Familie, Peers) dargestellt. Schließlich wird Bildung in Deutschland auch im internationalen Vergleich in den Blick genommen.
This exciting new book advances current practice-based and theoretical knowledge around how youth defines and engages with consumerism to provoke a larger conversation within science and environmental education. It is also geared towards unveiling those literacy praxes that can assist youth to adopt more ethically-oriented consumerist habits. More specifically, this book studies how youth’s participation in the global consumer market intersects with media technologies, new literacies, as well as science and the environment from sociocultural perspectives. In addition, it considers how school science has mediated youth participation in hyper-consumerism, from food and technology to shelter and transportation. This important and timely book is a must-read for those interested in topics such as critical youth studies, critical media literacy, STEM, arts-based research, STSE education, citizenship education, cultural studies, policy studies, curriculum studies, socio-scientific issues, technology, sustainability, food studies, social justice, poverty, and consumer behaviour. A wide range of science, technology and environmental educators from Australia, Brazil, Canada, Netherlands and the United States have combined their perspectives to produce this exciting, innovative, timely and important book. It should be essential reading for all teachers, teacher educators and curriculum developers keen to address key issues raised by a commitment to assist students in refining their understanding of what constitutes socially, culturally, ethically and politically responsible consumer practices and supporting them in formulating and engaging in effective individual and collective action. Derek Hodson, Emeritus Professor of Science Education, Ontario Institute for Studies in Education (OISE), University of Toronto, Professor of Science Education at The University of Auckland (New Zealand), and Founding Editor of the Canadian Journal of Science, Mathematics and Technology Education (CJSMTE). The authors in the book deconstruct and analyse intricate economic, sociopolitical and affective networks that are behind the cycles of production, distribution and consumption of objects that are present in youngsters' daily lives and their attitudes towards them. Apart from breaking new ground by proposing and discussing socioculturally informed research about the topic, the book connects with pedagogical approaches that value critical perspectives on the nature of the relationship between science, technology, society and environment. It is a must-read for both researchers and practitioners interested in issues related to sustainability and citizenship education. Isabel Martins, Professor of Science Education, Universidade Federal do Rio de Janeiro/ Federal University of Rio de Janeiro (UFRJ).
Author: Max Haller
Release Date: 2009-02-25
Genre: Social Science
Schon lange ist evident, dass die europäische Integration vor allem von den Eliten vorangetrieben wird. Dies ist die erste Untersuchung, die diesen Sachverhalt umfassend dokumentiert und erklärt. Anhand von Daten über europäische Wahlen und Volksabstimmungen, repräsentativen Surveys, Interviews, Dokumenten und Biografien werden u.a. gezeigt: - die Charakteristika und Entwicklung, Interessen und Privlegien der politischen und ökonomischen Eliten sowie der neuen „Eurokratie“ in Brüssel; - die Erwartungen und Wahrnehmungen der Bürger und der in vielen Teilen der EU weitverbreitete Skeptizismus; - die Strategien der Eliten, die Zustimmung der Bürger zu gewinnen. Zuletzt werden die historisch-intellektuellen Ideen von „Europa“ mit der Realität der Integration seit 1945 konfrontiert und Vorschläge zur Stärkung der sozialpolitischen und demokratischen Komponenten der EU entwickelt.
Author: Mary Stone Hanley
Release Date: 2013-08-21
A groundswell of interest has led to significant advances in understanding and using Culturally Responsive Arts Education to promote social justice and education. This landmark volume provides a theoretical orientation to these endeavors. Examining a range of efforts across different forms of art, various educational settings, and diverse contexts, it foregrounds the assets of imagination, creativity, resilience, critique and cultural knowledge, working against prevailing understandings of marginalized groups as having deficits of knowledge, skills, or culture. Emphasizing the arts as a way to make something possible, it explores and illustrates the elements of social justice arts education as "a way out of no way" imposed by dominance and ideology. A set of powerful demonstrations shows how this work looks in action. Introductions to the book as a whole and to each section focus on how to use the chapters pedagogically. The conclusion pulls back the chapters into theoretical and pedagogical context and suggests what needs done to be done practically, empirically, and theoretically, for the field to continue to develop.
Author: Michael F. D. Young
Release Date: 2002-01-04
In this important book the author looks back on the 'knowledge question'. What knowledge gets selected to be validated as school knowledge or as part of the school curriculum, and why is it selected? Looking forward, Young discusses how most developed countries have high levels of participation in post-compulsory education, but still use curricula designed for a time when only the elite pursued further education. He argues the need to rethink post-16 education to shift focus onto vocational education, school-work issues and lifelong learning.
Author: Matt Omasta
Release Date: 2015-02-11
Play helps define who we are as human beings. However, many of the leisurely/ludic activities people participate in are created and governed by corporate entities with social, political, and business agendas. As such, it is critical that scholars understand and explicate the ideological underpinnings of played-through experiences and how they affect the player/performers who engage in them. This book explores how people play and why their play matters, with a particular interest in how ludic experiences are often constructed and controlled by the interests of institutions, including corporations, non-profit organizations, government agencies, religious organizations, and non-governmental organizations (NGOs). Each chapter explores diverse sites of play. From theme parks to comic conventions to massively-multiplayer online games, they probe what roles the designers of these experiences construct for players, and how such play might affect participants' identities and ideologies. Scholars of performance studies, leisure studies, media studies and sociology will find this book an essential reference when studying facets of play.
In recent decades, East Asia has become increasingly interconnected through trade, investment, migration, and popular culture at regional and global levels. At the same time, the region has seen renewed national assertiveness and nationalist impulses. The book interrogates these seemingly contradictory developments as they bear on the transformations of the nation and citizenship in East Asia. Conventionally, studies on East Asia juxtapose these developments, focusing on the much-exercised dichotomy of the national and transnational. In contrast, this book suggests a different orientation. First, it moves beyond the simplistic view that demarcates the transnational as "the West". Second, it does not view the national and transnational as distinct or contradictory spheres of influence and analysis, but rather, focuses on the interactions between the two, with a view on how these interactions work to transform the ideals and practices of the "good nation", "good society", and "good citizen". The chapters cover a broad range of empirical research--education, science, immigration, multicultural policy, human rights, gender and youth orientations, art and food flows, politics of values and regional identity--which highlight the ways in which the nation is reconfigured, and the relationship between the citizen and (national) collective is redefined, in relation to transnational dynamics and frameworks. Transnational Trajectories in East Asia provides a new perspective on and original analysis of transnational processes, bringing a fresh understanding to developments of the nation and citizenship in the region. It will be of great interest to students and scholars of transnationalization and globalization; comparative citizenship, migration, and multiculturalism; and Asian politics, society, and regionalism.