Buch, Englisch, Band 59/21, 230 Seiten, Format (B × H): 157 mm x 233 mm, Gewicht: 386 g
Buch, Englisch, Band 59/21, 230 Seiten, Format (B × H): 157 mm x 233 mm, Gewicht: 386 g
ISBN: 978-90-04-70677-4
Verlag: Brill
In this book, emotional teaching-learning is explored as it is cultivated based on teachers’ and learners’ attraction to reasonableness and emotions and can give rise to a plausible form of decoloniality or decolonisation in and through education. It is argued that when the latter manifests, the democratic transformation of education might ensue. Put differently, decoloniality and/or decolonisation of education is a substantive way to look at the democratisation and, by implication, transformation of education and schooling. Readers are invited to engage with the meanings espoused throughout this book in the quest to cultivate a genuinely decolonial form of education in universities and schools, where values education should be enacted reasonably and emotively in such educational institutions. Teachers and learners cannot remain silent when oppressive and hegemonic forces of modernity continue to guide educational practices in institutions.
Contributors are: Ahoud Alasfour, N’Dri Thérèse Assié-Lumumba, Emiliano Bosio, José Brás, Juan Carlos Rodriguez Camacho, Michael Cottrell, Lucimar Dantas, Amanda Fiore, Carla Galego, Maria Neves Gonçalves, Logan Govender, Beatriz Koppe, Sibonokuhle Ndlovu, Phefumula Nyoni, Adaobiagu Nnemdi Obiagu, Peter Oyewole, Theresa A. Papp, Martyn Reynolds, Kabini Sanga, V. Sucharita, Yusef Waghid and Emnet Tadesse Woldegiorgis.
Weitere Infos & Material
Series Editor’s Foreword
N’Dri T. Assie-Lumumba
List of Figures and Tables
Notes on Contributors
Introduction: Cultivating Values Education and the Quest for Emotionality and Decoloniality
Yusef Waghid and Ahoud Alasfour
1 How the Peace Corps Challenges and Re-produces Coloniality
Amanda Fiore
2 Effects and Problems of Social-Emotional Learning School-Based Programs: Towards Integrating Social-Emotional Learning into Curriculum and School System through Inclusive Critical Storytelling Pedagogy
Adaobiagu N. Obiagu
3 Revisiting Education during Pandemic Times: Response to Change and Its Implications
V. Sucharita
4 Mother Tongue Teaching and Skills Development: An Analysis of Secondary Education Curricula in European Countries and Brazil
Lucimar Dantas, Carla Galego, Beatriz Koppe, Everaldo dos Santos Almeida, Maria Neves Gonçalves and José Brás
5 Access and Success of Students with Disabilities in South African Higher Education: From ‘Pedagogy of the Marginalised’ to ‘Pedagogy of the Disabled’
Sibonokuhle Ndlovu and Phefumula Nyoni
6 Utilization of ICTs in Early Childhood Education Teacher Preparation Program in Southwest Nigeria
Peter Oluwaseyi Oyewole and Ishola Akindele Salami
7 Pedagogies of Mangroves and STEM4SD Education
Juan-Carlos Rodriguez-Camacho
8 Articulating the Complexities of African Higher Education: The Intellectual Odyssey of Michael Cross
Emnet Woldegiorgis and Logan Govender
9 Telling It Like It Is: A Framework Exploration of Oceanic Oralities through the Example of Tok Stori
Kabini Sanga and Martyn Reynolds
10 Post-Secondary Students’ Perceptions of Learning Remotely during and beyond the COVID-19 Pandemic in Saskatchewan, Canada: The Impact of Compartmentalized Education
Theresa (Therri) A. Papp and Michael Cottrell
11 Meta-Critical Global Citizenship Education: Towards a Pedagogical Paradigm Rooted in Critical Pedagogy and Value-Pluralism
Emiliano Bosio
Index
