Teachers Matter
Educational Philosophy and Authentic Learning
Seiten
2020
Lexington Books (Verlag)
978-1-7936-2546-5 (ISBN)
Lexington Books (Verlag)
978-1-7936-2546-5 (ISBN)
Notions of ‘the teacher’ live in the ideas and practices of curriculum and policies; teachers are teachers because they teach. Yet, it matters who teachers are - no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become.
Who are our teachers? Should we care about who teaches our children? Because who they are, matters. It matters because who teachers are, manifests in how they teach. The authors’ analyses of prominent teachers in Anglo-Saxon philosophy of education and Muslim philosophy of education, coupled with their own narratives of what it means to be and become a teacher inform the central theme of this book, namely that teachers do matter. In addition, no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become. In the main, becoming an authentic teacher can happen only in the presence of what it means for teachers to be or become transformative, dialectical and imaginative, deconstructive and friendly, expositors of equality and disruption, eloquent and conscientious and spiritual. It is such an understanding, which the authors advance and dare to cultivate in our institutions of primary, secondary and higher learning.
Who are our teachers? Should we care about who teaches our children? Because who they are, matters. It matters because who teachers are, manifests in how they teach. The authors’ analyses of prominent teachers in Anglo-Saxon philosophy of education and Muslim philosophy of education, coupled with their own narratives of what it means to be and become a teacher inform the central theme of this book, namely that teachers do matter. In addition, no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become. In the main, becoming an authentic teacher can happen only in the presence of what it means for teachers to be or become transformative, dialectical and imaginative, deconstructive and friendly, expositors of equality and disruption, eloquent and conscientious and spiritual. It is such an understanding, which the authors advance and dare to cultivate in our institutions of primary, secondary and higher learning.
Nuraan Davids is professor of philosophy of education at Stellenbosch University. Yusef Waghid is professor of philosophy of education at Stellenbosch University.
Chapter 1: Claims of Being a Teacher: Making Teaching Defensible Again
Chapter 2: Extending a Rediscovered Notion of Teaching
Chapter 3: Towards a Freirean View of a Teacher-in-Becoming
Chapter 4: Maxine Greene on Being a ‘Teacher in Becoming’
Chapter 5: Jacques Derrida on Being a Teacher-in-Becoming
Chapter 6: Jacques Rancière on a Teacher-in-Becoming
Chapter 7: Ibn Khaldun on Teachers and Teaching
Chapter 8: Al-Ghazzali on Teaching
Chapter 9: Teaching as conflict and controversy
Chapter 10: On Why Teachers Matter: The Effects of Influence and Expectation
Chapter 11: Postscript
| Erscheinungsdatum | 10.05.2021 |
|---|---|
| Sprache | englisch |
| Maße | 160 x 241 mm |
| Gewicht | 395 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 1-7936-2546-8 / 1793625468 |
| ISBN-13 | 978-1-7936-2546-5 / 9781793625465 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
Mehr entdecken
aus dem Bereich
aus dem Bereich
Grundlagen und Konzepte für Familie, Kita, Schule und Soziale Arbeit
Buch | Softcover (2024)
Kohlhammer (Verlag)
CHF 49,95
Dem Lernen Raum geben
Buch | Softcover (2024)
hep verlag
CHF 43,00
Buch | Hardcover (2025)
Vandenhoeck & Ruprecht (Verlag)
CHF 34,95
