This young adult's wise assertion is resonant with Daisaku Ikeda's key message in his 2017 peace proposal, The Global Solidarity of Youth: Ushering in a New Era of Hope: Education gives rise to the actions and activities that shape the ...
Author: Isabel Nuez
Publisher: Teachers College Press
Students, parents, and educators at all levels are increasingly frustrated, demoralized, burned out, and discontented with education and schooling today. At no previous time has it been more necessary to revitalize hope in the promise of education or to reestablish joy in teaching and learning than the current moment. In this timely and inspirational volume, authors from diverse disciplines consider and affirm the many places across curriculum and context where hope and joy are or can be strong and vibrant. Drawing on the life-affirming ideals of renowned education philosopher and school founder Daisaku Ikeda, Hope and Joy in Education will reenergize educational research, theory, and practice. Featuring contributions from such luminaries as Theodorea Berry, Cynthia Dillard, Walter Gershon, Francyne Huckaby, Johnny Lupinacci, and Anita Patterson, this book reminds readers that the classroom is still a magical space, brimming with the brilliant and creative energy of young people. “This is a necessary text at a necessary time if we are to revitalize hope in the promise of education.” —From the Foreword by Cynthia B. Dillard, University of Georgia “A beacon of light toward desirable collective futurities in a world of increasing complexity, uncertainty, and vulnerability.” —Ming Fang He, Georgia Southern University “These essays are just what we need in these turbulent, uncertain times: a thoughtful focus on hope and joy as the path to educating for a more just, equitable, relational, and peaceful state of being.” —Denise Taliaferro Baszile, Miami University “This insightful book urges educators to center hope and joy in our work—not by turning away from the despair of the moment, but by fostering dialogue, seeking connection, and always remembering that the true aim of education for teachers and students alike is to become more fully human.” —Gregory Michie, Chicago public school teacher
Higher and Hope Education Institutional, Pedagogical and Personal Possibilities Edited by Paul Gibbs Andrew Peterson Higher Education and Hope Paul Gibbs · Andrew Peterson Editors. Front Cover.
Author: Paul Gibbs
Around the world, the landscape of Higher Education is increasingly shaped by discourses of employability, rankings, and student satisfaction. Under these conditions, the role of universities in preparing students for all facets of life, and to contribute to the public good, is reshaped in significant ways: ways which are often negative and pessimistic. This book raises important and pressing questions about the nature and role of universities as formative educational institutions, drawing together contributors from both Western and non-Western perspectives. While the editors and contributors critique the current situation, the chapters evince a more humane and compassionate framing of the work of and in universities, based on positive and valued relationships and notions of the good. Drawing together a wide range of theoretical and conceptual frameworks to illuminate the issues discussed, this volume changes the debate to one of hopefulness and inspiration about the role of higher education for the public good: ultimately looking towards a potentially exciting and rewarding future through which humanity and the planet can flourish.
Research in Dance Education, 14(3), 187–200. Maqamat Dance Theatre. (n.d). Retrieved from https://www.maqamat.org/ (accessed 16 July 2018). Marcel, G. (1951). Homo Viator: Introduction to a metaphysics of hope (E. Craufurd & P. Seaton, ...
Author: Eeva Anttila
Critical Articulations of Hope from the Margins of Arts Education presents perspectives on arts education from marginalized contexts and communities around the world. The contributors of this collection are educators, researchers, and artists who have devoted their research and practice to exploring how to utilize arts education to work toward justice, equity, sustainability, and hope when communities or groups of people are faced with most challenging and arduous situations. This book depicts hardships and struggles, including forced migration; institutionalized discrimination; economic, ecological and cultural oppression; hatred; prejudice and violence. However, it also celebrates the strength of individuals and communities who strive to make a difference and work towards fair and just cultures and communities. The book proposes that participation in the arts is a basic human right and that diverse cultures and the arts are an integral aspect of healthy lives and societies. Building on long traditions of arts education for social justice, critical pedagogy, and the pedagogy of hope, it facilitates international dialogue and explores how the theory and practice for arts education can be furthered by including insights emerging from practices evolving as sensitive to marginal conditions. Critical Articulations of Hope from the Margins of Arts Education will be of great interest to academics, researchers and postgraduate students of the arts, arts education, and education. It will also appeal to arts educators, community artists, sociologists, cultural workers and teacher training faculty and in service-learning and other pedagogy-related courses.
Joseph Zajda,Australian Catholic University (MelbourneCampus) Education andHope in Troubled Timesbrings togethera group of the bestand most creativeeducational thinkers to reflecton the purpose and future of public education.
Author: H. Svi Shapiro
"Progressive educators have always been better at critique than at possibility. This book promises not to ignore critique, but to favor possibility. It is most rare and greatly welcomed." Richard Quantz, Miami University "The editor argues that in a material world, depicted by consumerism, spiritual nihilism and conspicuous consumption, there is need to offer a new vision and direction in education that would promote a more harmonious, holistic values-oriented schooling that transforms persons into moral beings, who care for others.... In terms of innovative ideas and approaches to pedagogy and theorizing about schooling, this volume is at the top of pedagogical discourses and thinking." Joseph Zajda, Australian Catholic University (Melbourne Campus) Education and Hope in Troubled Times brings together a group of the best and most creative educational thinkers to reflect on the purpose and future of public education. These original essays by leading social and educational commentators in North America attempt to articulate a new vision for education, especially public education, and begin to set an alternative direction. This is a time of crisis, but also of renewed possibility—one that offers the opportunity to radically reconsider what is the meaning of education for a generation that will bear the brunt of grappling with the extraordinary dangers and challenges we confront today. At its core this volume questions what will it mean to be an educated human being in the 21st century compelled to confront and address so much that threatens the very basis of a decent and hopeful human existence. Carrying forward a project of redefining and reshaping public discourse on education in the U.S., it is a critical catalyst and focus for re-thinking public policy on education.
However, the hope for change is especially strong among workers who have a college education or have a community college or professional school education. For example, the proportions of workers hoping for a new job in the next five ...
Author: Ying Zhu
Category: Business & Economics
During the past 30 years, China has undergone extensive economic reform, replacing the government’s administration of enterprises with increasing levels of market-oriented enterprise autonomy. At the heart of the reform are changes in the employment relationship, where state control has been superceded by market relationships. These reforms have had far-reaching implications for many aspects of everyday life in Chinese society. This book appraises the impact of the economic reforms on the employment relationship and, in turn, examines the effects on individual workers and their families, including salaries, working conditions and satisfaction, job security and disparities based on location, gender, age, skill, position and migrant status. In particular, it focuses on how changes in the employment relationship have affected the livelihood strategies of households. It explores the changing human resource management practices and employment relations in different types of enterprises: including State-Owned Enterprises, Foreign-Owned Enterprises and Domestic Private Enterprises; throughout different industries, focusing especially on textiles, clothing and footwear and the electronics industry; and in different regions and cities within China (Beijing, Haerbin, Lanzhou, Hangzhou, Wuhan and Kunming). Overall, this book provides a detailed account of the everyday implications of economic reform for individuals and families in China.
The education of the heart is, to be occupied with its hope. The education of discipline is to free oneself from every thing. The recollection of death is a wholesome bond of the outward limbs. A hook [drawing the soul towards life is ...
Halpin, D. (2002) Hope and Education: The Role of the Utopian Imagination, London: Routledge. Halpin, D. (2007a) Romanticism and Education: Love, Heroism and Imagination in Pedagogy, London: Continuum. Halpin, D. (2007b) `Utopian Spaces ...
Author: Robert A. Davis
Publisher: A&C Black
This text offers a major reassessment of the life and thought of the distinguished 19th century industrial philanthropist and educational reformer, Robert Owen. In a period when Owen's radical new visions for learning and teaching, adult and vocational pedagogy and social transformation are receiving fresh and global attention, Robert Davis and Frank O'Hagan place Owen's thought right at the heart of the Enlightenment advocacy of popular, democratic mass education. Tracing both the ancestry and the legacy of Owen's reforming spirit, they also offer a critical appraisal of the relevance of his ideas for the development of education at all levels and stages in the challenging contexts of international 21st century education.
For an example from nursing, see Carol J. Farran, Kaye A. Herth, and Judith M. Popovich, “Hope and Hopelessness: Critical Clinical Constructs (Thousand Oaks, CA: Sage, 1995). For examples from education, see Paulo Freire, ...
Author: Wendy Austin
Publisher: Wilfrid Laurier Univ. Press
Category: Social Science
First used to describe the weariness the public felt toward media portrayals of societal crises, the term compassion fatigue has been taken up by health professionals to name—along with burnout, vicarious traumatization, compassion stress, and secondary traumatic stress—the condition of caregivers who become “too tired to care.” Compassion, long seen as the foundation of ethical caring, is increasingly understood as a threat to the well-being of those who offer it. Through the lens of hermeneutic phenomenology, the authors present an insider’s perspective on compassion fatigue, its effects on the body, on the experience of time and space, and on personal and professional relationships. Accounts of health professionals, alongside examinations of poetry, images, movies, and literature, are used to explore the notions of compassion, hope, and hopelessness as they inform the meaning of caring work. The authors frame their exposé of compassion fatigue with the very Canadian metaphor of “lying down in the snow.” If suffering is imagined as ever-falling snow, then the need for training and resources for safe journeying in “winter country” becomes apparent. Recognizing the phenomenon of compassion fatigue reveals the role that health services education and the moral habitability of our healthcare environments play in supporting professionals’ ability to act compassionately and to endure.
develop a research-informed yet semi-structured teacher education programs on the pre-service¥in-service continuum that ... hope« in urban education as a necessary complement to critical analyses of the present state of urban schooling.
Author: Lori Beckett
'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.' Ian Menter, Professor of Teacher Education, University of Oxford, UK Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners – teachers, student teachers and teacher educators – working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners’ professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers’ professional communities; impacts of imposed marketizing policies and forced performative practices on schools; the complexities of teaching and teachers’ concerns about practice, as well as teaching practitioners’ perception of educational/schools policy. Both academic and teacher partners contribute to the work, showcasing the ways they have engaged with each other in joint work and with local government. Through this, the book supports a professional and politicized dialogue about teaching and teacher education, offering a meaningful account of how to fashion a form of educative schooling for students and families with complex needs. Written by a dynamic and experienced author, this book brings Beckett’s experience to bear on a controversial and complex area – addressing the general trend towards increased regulatory policy in education. It is an essential read for anyone interested in a rich analysis of how practitioners can work to reassert their professional voice and regain control of schools and teacher education, and will also appeal to those interested in the larger project of restoring school democracy.
Paechter, C. (2004) 'Power relations and staffroom spaces', FORUM: For Promoting 3–19 Comprehensive Education, 46(1): 33–35. ... Pearson, N. (2009) 'Radical hope – Education and equality in Australia', Quarterly Essay, 35.
Author: Tony Rossi
Pre-service and beginning teachers have to negotiate an unfamiliar and often challenging working environment, in both teaching spaces and staff spaces. Workplace Learning in Physical Education explores the workplace of teaching as a site of professional learning. Using stories and narratives from the experiences of pre-service and beginning teachers, the book takes a closer look at how professional knowledge is developed by investigating the notions of ‘professional’ and ‘workplace learning’ by drawing on data from a five year project. The book also critically examines the literature associated with, and the rhetoric that surrounds ‘the practicum’, ‘fieldwork’ ‘school experience’ and the ‘induction year’. The book is structured around five significant dimensions of workplace learning: Social tasks of teaching and learning to teach Performance, practice and praxis Identity, subjectivities and the profession/al Space and place for, and of, learning Micropolitics As well as identifying important implications for policy, practice and research methodology in physical education and teacher education, the book also shows how research can be a powerful medium for the communication of good practice. This is an important book for all students, pre-service and beginning teachers working in physical education, for academics researching teacher workspaces, and for anybody with an interest in the wider themes of teacher education, professional practice and professional learning in the workplace.