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Understanding and Using Challenging  Educational Theories
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Understanding and Using Challenging Educational Theories

Second Edition


October 2020 | 352 pages | SAGE Publications Ltd

Introducing 18 key educational thinkers who have offered challenging perspectives on education, this new edition comes with:

 ·         3 new chapters on Ivan Illich, Loris Malaguzzi and Michael Apple

·         A glossary of key words related to each theorist’s work

·         A context-setting overview of key themes

·         Practical examples that shows how theories can be applied in practice

 The perfect companion to Aubrey & Riley, Understanding and Using Educational Theories 2e (9781526436610)

 
Chapter 1: Abraham Maslow: The father of American humanism
 
Chapter 2: Carl Rogers: Learner-centred teaching and the fully functioning person
 
Chapter 3: A.S. Neill: Freedom to learn
 
Chapter 4: John Goodlad: The renewal of teaching and learning, schools and teacher education
 
Chapter 5: Basil Bernstein: Language codes, social class, pedagogy and the curriculum
 
Chapter 6: Ivan Illich: Deschooling society: challenging the concept of school
 
Chapter 7: Pierre Bourdieu: Theory of society
 
Chapter 8: Michel Foucault: Power, surveillance, discipline and control in education
 
Chapter 9: Loris Malaguzzi: The Reggio Emilia experience
 
Chapter 10: Nel Noddings: Caring in education
 
Chapter 11: Lawrence Stenhouse: Linking the curriculum with theory, research and practice
 
Chapter 12: Michael Apple: Ideology, knowledge, power, and the curriculum
 
Chapter 13: Henry Giroux: Critical pedagogy
 
Chapter 14: Howard Gardner: Multiple intelligences and education
 
Chapter 15: John Holt: Unschooling or home schooling
 
Chapter 16: bell hooks: Education as the practice of freedom
 
Chapter 17: Jack Mezirow: Transformative learning
 
Chapter 18: Linda Darling-Hammond: Equity in education – policy, teachers and teaching

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Karl Aubrey

Karl Aubrey is a Visiting Tutor on the Professional Studies in Education programmes at Bishop Grosseteste University. Prior to this Karl was the Programme Leader for a range of initial teacher education and professional development programmes at a large city further education college. Between 2003 and 2005 he was seconded to the DfES Standards Unit as a learning and teaching practitioner in the East Midlands. Karl has contributed to the Oxford Dictionary of Education. His doctoral thesis explored the reforms in further education teacher education from 2000 to 2010, from the viewpoint of teacher educators. Karl’s research interests include... More About Author

Alison Riley

Alison Riley is the Programme Leader for the BA(Hons) Early Childhood Studies degree at Bishop Grosseteste University, she has also worked on a number of educational-related programmes at the university including initial teaching training courses. Prior to joining Bishop Grosseteste University Alison spent sixteen years working in primary education, as a classroom teacher, deputy head teacher and finally head teacher of a large junior school. Alison has been involved in a number of collaborative projects and has recently been involved in an EU-funded project researching ‘Creativity in Early Science and Mathematics Education’. Alison has... More About Author

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