Epz Pedagogy Of Hope

📒Pedagogy Of Hope ✍ Paulo Freire

✏Book Title : Pedagogy of Hope
✏Author : Paulo Freire
✏Publisher : A&C Black
✏Release Date : 2014-04-24
✏Pages : 240
✏ISBN : 9781472532619
✏Available Language : English, Spanish, And French

✏Pedagogy of Hope Book Summary : With the publication of Pedagogy of the Oppressed, Paulo Freire established himself as one of the most important and radical educational thinkers of his time. In Pedagogy of Hope, Freire revisits the themes of his masterpiece, the real world contexts that inspired them and their impact in that very world. Freire's abiding concern for social justice and education in the developing world remains as timely and as inspiring as ever, and is shaped by both his rigorous intellect and his boundless compassion. Pedagogy of Hope is a testimonial to the inner vitality of generations denied prosperity and to the often-silent, generous strength of millions throughout the world who refuse to let hope be extinguished.

✏Book Title : EPZ Deconstruction and Criticism
✏Author : Harold Bloom
✏Publisher : A&C Black
✏Release Date : 2004-12-23
✏Pages : 208
✏ISBN : 0826476929
✏Available Language : English, Spanish, And French

✏EPZ Deconstruction and Criticism Book Summary : Five essential and challenging essays by leading post-modern theorists on the art and nature of interpretation: Jacques Derrida, Harold Bloom, Geoffrey Hartman, Paul de Man, and J. Hillis Miller.

✏Book Title : Knowledge Hierarchies in Transnational Education
✏Author : Jing Qi
✏Publisher : Routledge
✏Release Date : 2015-04-24
✏Pages : 210
✏ISBN : 9781317574941
✏Available Language : English, Spanish, And French

✏Knowledge Hierarchies in Transnational Education Book Summary : Transnational education seeks equivalence in standards and/or relevance of outcomes through the transfer of Western theories, concepts and methods. Utilising a critique-interpretative approach, Jing Qi argues that equivalence/relevance-oriented approaches to transnational education assume the legitimacy of the global knowledge hierarchy. Euro-American educational theories are imposed as defaults in non-Western educational communities of imagined consensus. Grounded in a study of a five-year transnational teacher education and community capacity-building program in Northern Chile, the book investigates the relationships between theoretical knowledge, knowledge hierarchies and critique. Transnational education communities are recognised as sites of critiques where conflictual and conceptual ‘dissensus’ disrupts global and local knowledge hierarchies. Critique is deployed by educational actors in their everyday engagement in transnational education to stage dissensus, which constantly re-draws the lines of possibility for knowledge co-construction. A matrix mapping system is designed to chart and theorise the Chilean educational actors’ critiques along the trail of concept translation, learning, application and innovation of knowledge hierarchies, which operate at and across global, transnational, local and the newly-created local-global levels. This book examines how these critiques modulate the ascendancy of knowledge hierarchies to enfranchise non-western educational actors for theoretical knowledge production that addresses local needs. Knowledge Hierarchies in Transnational Education will be of key value to researchers, academics and postgraduate students in the fields of international education, teacher education and globalisation.

✏Book Title : Indigenous Innovations in Higher Education
✏Author : Elizabeth Sumida Huaman
✏Publisher : Springer
✏Release Date : 2017-06-09
✏Pages : 20
✏ISBN : 9789463510141
✏Available Language : English, Spanish, And French

✏Indigenous Innovations in Higher Education Book Summary : This edited volume is the result of a collaborative project of Indigenous graduate education training and higher education-tribal institution partnerships in the southwestern United States. We feature the work of interdisciplinary scholars writing about local peoples, issues, and knowledges that demonstrate rich linkages between universities and Indigenous communities. Collectively, as Indigenous peoples writing, this work takes the opportunity to explore why and how Indigenous peoples are working to reframe dominant limits of our power and to shift educational efforts from the colonial back to an Indigenous center. These efforts reflect a conscientious practice to maintain Indigenous worldviews through diverse yet unified approaches aimed at serving Indigenous peoples and places. “The luminous Indigenous scholarship contained here comes to us as a rare gift. The voices of Pueblo intellectuals speak to the profoundly innovative Indigenous doctoral cohort model they co-developed with Liz Sumida Huaman and Bryan Brayboy of Arizona State University. They also instruct us in the richness of their contemporary, community-based research, rooted in the ‘creative genius of our ancestors,’ as Karuk scholar Julian Lang evocatively described Indigenous epistemologies.” – K. Tsianina Lomawaima, Professor & Distinguished Scholar of Indigenous Education, School of Social Transformation, Arizona State University “The editors and writers reveal identity and sense of place as indigenous people from their own native perspectives rooted in both their spirit and in their place in the academy. As indigenous people, we strive for the academy to belong to us without the definitions and framework of colonization. This book contributes to our ownership of the academy as a place where we belong with all the knowledge of our ancestors and the promises of the future embedded in what we learn and what we teach.” – Cheryl Crazy Bull, President & CEO, American Indian College Fund “The depth and breadth of knowledge of the editors in Indigenous education and their ability to apply the knowledge to produce practical outcomes and benefits to our Indigenous communities on the ground comes through in this book. It transforms ideas into action and demonstrates the ‘blisters on the authors’ hands’ based experiences that delineate Indigenous Leaders from Indigenous Academics in my view. Indigenous Leaders enact their research into real outcomes for the people on the ground and don’t just write about the issues challenging our peoples.” – Bentham Atirau Ohia, President AMO-Advancement of Maori Opportunity & and AIO-Americans for Indian Opportunity Board member

📒Critical Pedagogy ✍ Peter McLaren

✏Book Title : Critical Pedagogy
✏Author : Peter McLaren
✏Publisher : Peter Lang
✏Release Date : 2007
✏Pages : 411
✏ISBN : 0820481475
✏Available Language : English, Spanish, And French

✏Critical Pedagogy Book Summary : Presents a collection of essays that focus on the topic of critical pedagoy and its response to the moral, economic, and social issues in the world.

✏Book Title : Critical theory ethics for business and public administration
✏Author : David M. Boje
✏Publisher : Information Age Pub Inc
✏Release Date : 2008-08-28
✏Pages : 393
✏ISBN : UOM:39015082711451
✏Available Language : English, Spanish, And French

✏Critical theory ethics for business and public administration Book Summary : The purpose of this book is to develop those ethical traditions. For example, Horkheimer's books Eclipse of Reason and Critique of Instrumental Reason, and his early and now classic essay Materialism and Morality ask for a reformation of Kantian ethics. The reform sought is that categorical imperative in an individualism capitalism serves to worsen the difference between business ethics and moral philosophy. That is, it is not enough to try to be good or ethical as individuals when it is the systemic processes that must be dealt with. Therefore, Horkheimer asks that the maxim that would be made universal be done at the level of people organizing with others to change the social system that is producing the unethical behaviors. The book is organized into several sections. The first section sets the stages, beginning with a challenge to the field of social responsibility in business and public administration (Jones, Ten bos, & Parker have a new book out that is smashing). Then, we turn to Carr and to Zanettic who each have done critical theory work in public administration. This is followed by Heather Hopfl, who edited an issue on ethics of goodness, and does the kind of writing that makes deep connections. The next set of chapters make topic connections: rhizomatics, dialogics of co experience, story/narrative, and postmodern. The third set of topics focus on application: technofuturist, international business, economics, university, environment, accounting, spirituality, strategy, and ending with Mills' work on silence of race/ethnicity in business (and public administration) ethics writing.

✏Book Title : The Book Industry in India
✏Author : Sukumar Das
✏Publisher :
✏Release Date : 2004-01-01
✏Pages : 234
✏ISBN : UOM:39015061546621
✏Available Language : English, Spanish, And French

✏The Book Industry in India Book Summary : Contributed articles on book publishing industry in India.

✏Book Title : The University Magazine
✏Author :
✏Publisher :
✏Release Date : 1892
✏Pages :
✏ISBN : MINN:31951D00826967X
✏Available Language : English, Spanish, And French

✏The University Magazine Book Summary :