The Changing Epistemic Governance of European Education: The Fabrication of the Homo Academicus Europeanus?, Normand Romuald
Автор: Greene Jeffrey, Sandoval William, Braten Ivar Название: Handbook of Epistemic Cognition ISBN: 1138013420 ISBN-13(EAN): 9781138013421 Издательство: Taylor&Francis Рейтинг: Цена: 18374.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Epistemic cognition is a topic originating across disciplines with immediate applications in Education research. The Handbook of Epistemic Cognition brings together leading work from across disciplines, providing a comprehensive overview of this increasingly important topic.
Описание: This book explores the potential of participatory research and the capability approach to transform understandings of higher education. Drawing together eight global case studies, the authors argue for an ecology of knowledge that expands epistemic capabilities in higher education through teaching, research and policy making.
Описание: When asked what inclusion means, most people immediately think about relatedness: being accepted by a group or having the opportunity to belong. However, there are multiple needs for inclusivity that one goes in search of including self-integrity. If any stimuli threatens this integrity, a person may struggle to recover it, even if the price is to become the best gang leader, to follow the principle that it is better to be the leader of the dunces than to have the reputation of a "good for nothing." Individuals may suffer from unrecognition and thus avoid a situation in which they would be perceived as incompetent, especially when their potential has been previously ignored. This pain has often been accompanied by verbal aggression, violence, delinquency, or other criminal activities because of the need to show, at any cost, that they are skilled somewhere, even if it is a socially depreciated area. This theory has shown itself in school violence and students who partake in bullying, criminal acts, and delinquency. But giving individuals the opportunity to develop and display their competence keeps them related to pro-social behavior instead of pushing them to excel in anti-social settings. Decreasing School Violence, Bullying, and Delinquency With Epistemic Inclusion identifies which factors lead to prosocial behavior, why people start to behave antisocially, and how simple actions can change others' visions and goals in both positive and negative ways. This book employs the theory of epistemic inclusion in educational settings and how to increase it. Divided into four sections, this book covers the importance of finding a solution for violence, bullying, and delinquency; what epistemic inclusion is; how schools can make epistemic inclusion work; and implementing procedures. This book is a valuable reference tool for in-service and preservice teachers, administrators, psychologists, therapists, counselors, practitioners, researchers, academicians, and students interested in how the theory of epistemic inclusion can be implemented in educational settings.
Описание: Identifies which factors lead to prosocial behavior, why people start to behave antisocially, and how simple actions can change others` visions and goals in both positive and negative ways. The book employs the theory of epistemic inclusion in educational settings and how to increase it.
Автор: Normand Название: The Changing Epistemic Governance of European Education ISBN: 3319317741 ISBN-13(EAN): 9783319317748 Издательство: Springer Рейтинг: Цена: 12577.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book examines the transformations of epistemic governance in education, the way in which some actors are shaping new knowledge, and how that new knowledge impacts other actors in charge of implementing this knowledge in the context of the decision-making process and practice. The book describes knowledge-based and evidence-based technologies that produce new modes of representation, cognitive categories, and value-based judgements which determine and guide actions and interactions between researchers, experts and policy-makers. It explores several major social theories and concepts, analysing the transformation of the relationship between educational and social sciences and politics. In the light of epistemic governance being linked to transformations of academic capitalism, the book describes the ways in which academics engaged in heterogeneous networks are capable of developing new interactions as well as facing new trials imposed on them by the changing conditions of producing knowledge in their scientific community and within their institutions.
Knowledge is power. It is materialized in metrics, policy instruments and embedded in networks. The governance of European higher education, insightfully argues Romuald Normand, is not structured by hierarchical public policies, by governmental exercise of authority or heroic decision making. Normand makes a sophisticated intellectual argument, building upon the work of Foucault, Latour (Sociology of science), and the pragmatic sociology of Boltanski and Th?venot (sociology of justification) in order to precisely analyse Europe‘s higher education through the circulation of ideas and instruments. Based upon precise research, the book is a major contribution to the understanding of high education in a capitalist Europe, beyond the simple idea of neo liberalism. Normand, provocatively, even suggests the making of a European Homo Academicus. This is an innovative and important book for public policy, European Studies and the sociology of Education.
Patrick le Gal?s, FBA, CNRS Research Professor, Centre d’Etudes Europ?ennes, Sciences Po, Paris, France
Описание: As universities become increasingly globalised and seek to recruit international students, this volume explores how the TEF can shape attitudes towards international students in UK universities, with particular regard to how current metrics may cause damage not only to the students but the universities that receive them.
Описание: This book draws on a 4-year study of boundaries between university-based professional education and professional practice, analysing the epistemic nature of professional work and identifying sources of capability needed for people to engage successfully in it.
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