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Books on the topic 'Alternative pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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1

Szauder, Erik György. Drama as pedagogy: An alternative argument for developing a curriculum based on drama. University of Central England in Birmingham, 1996.

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2

Goodman, Greg S. Reducing hate crimes and violence among American youth: Creating transformational agency through critical praxis. P. Lang, 2002.

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3

Reyes, Eileen De los. Pockets of hope: How students and teachers change the world. Bergin & Garvey, 2002.

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4

Bastiani, Mara Lúcia. Escola alternativa: Pedagogia da participação. Cidade Futura, 2000.

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5

Cetrulo, Ricardo. Alternativas para una acción transformadora: Educación popular, ciencias sociales y política. Comité catholique contre la faim et pour le développement, 2001.

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6

Moreno, Ivonka Espinoza de. El educador y la investigación acción transformadora: Una propuesta metodológica alternativa. Ediciones Los Heraldos Negros, 1997.

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7

Queiroz, João Batista Pereira de., Silva Virgínia Costa e, and Pacheco Zuleika, eds. Pedagogia da alternância: Construindo a educação do campo. Editora UCG, 2006.

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8

Estevam, Dimas de Oliveira. Casa Familiar Rural: A formação com base na pedagogia da alternância. 2nd ed. Editora Insular, 2012.

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9

Estevam, Dimas de Oliveira. Casa Familiar Rural: A formação com base na pedagogia da alternância. Insular, 2003.

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10

Cruz, Manoel de Almeida. Alternativas para combater o racismo: Segundo a pedagogia interétnica. Edições Núcleo Cultural Afro Brasileiro, 1989.

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11

Arzubiaga, Juan Podestá. Educación popular o etnoeducación?: Una propuesta de educación alternativa con grupos étnicos. Centro de Investigación de la Realidad del Norte, 1987.

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12

Vaccaro, Liliana. Pedagogia social: Una alternativa para la escuela basica de los sectores populares. Universidad Academia de Humanismo Cristiano, 1989.

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13

Dubov, Valeriĭ A. Kult́ura pedagoga i studenta avtorizovannoĭ shkoly: Akademicheskai︠a︡ lekt︠s︡ii︠a︡, na russkom i angliĭskom i︠a︡zykakh = The culture of the teacher and the student of the authorized school : an academic lecture, in Russian and in English. MĖGU, 1999.

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14

Falkemback, Elza Maria Fonseca. Pedagogia alternativa: A experiência da FIDENE com os cursos de tecnologia agronômica, modalidades administração rural e cooperativismo. D.C. Luzzatto Editores, 1985.

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15

Art Critical Pedagogy and Capitalism. Taylor & Francis Group, 2020.

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16

Stewart, Paul Alexander. Art, Critical Pedagogy and Capitalism. Taylor & Francis Group, 2020.

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17

Stewart, Paul Alexander. Art, Critical Pedagogy and Capitalism. Taylor & Francis Group, 2020.

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18

Stewart, Paul Alexander. Art, Critical Pedagogy and Capitalism. Taylor & Francis Group, 2020.

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19

Goodman, Greg S. Alternatives in Education: Critical Pedagogy for Disaffected Youth. Peter Lang Publishing, 1999.

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20

Moss, Peter. Alternative Narratives in Early Childhood: An Introduction for Students and Practitioners. Taylor & Francis Group, 2018.

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21

Goetze, Mary. Repertoire as Pedagogy. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.18.

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Including music from a wide range of cultures calls for choral directors to rethink the common practices employed in most choral rehearsals, and to open themselves to a world of new procedures within rehearsals and performances. Since few directors are also ethnomusicologists, these new practices may also impact the role the director plays in the rehearsals. This chapter challenges directors to define their reasons for including vocal music from outside the western art tradition. Directors should consider alternative processes for finding repertory, presenting it to the ensemble, and sharing i
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22

Springer, Simon, Marcelo Lopes de Souza, and Richard J. White, eds. Radicalization of Pedagogy. Rowman & Littlefield International Ltd, 2016. https://doi.org/10.5040/9798881817374.

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How do activists learn radical politics? Does the increasing neoliberalisation of education limit the possibilities of transgressive pedagogies? And in what contexts have anarchist geographers successfully shaped alternative pedagogic practices? Pedagogy is central to geographical knowledge and represents one of the key sites of contact where anarchist approaches can inform and revitalize contemporary geographical thought. This book looks at how anarchist geographers have shaped pedagogies that move towards bottom-up, ‘organic’ transformations of societies, spaces, subjectivities, and modes of
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23

Hershler, Abby. Pedagogy of performance: Imagining meaningful education for street-involved youth. 1998.

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24

Oldenski, Thomas. Liberation theology and critical pedagogy: Theory and practice at an alternative school site. 1994.

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25

Changing schools: Alternative approaches to make a world of difference. Routledge, 2011.

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26

Thomson, Pat, Terry Wrigley, and Robert Lingard. Changing Schools: Alternative Ways to Make a World of Difference. Taylor & Francis Group, 2011.

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27

Thomson, Pat, Terry Wrigley, and Robert Lingard. Changing Schools: Alternative Ways to Make a World of Difference. Taylor & Francis Group, 2011.

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28

Thomson, Pat, Terry Wrigley, and Robert Lingard. Changing Schools: Alternative Ways to Make a World of Difference. Taylor & Francis Group, 2011.

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29

Thomson, Pat, Terry Wrigley, and Robert Lingard. Changing Schools: Alternative Ways to Make a World of Difference. Taylor & Francis Group, 2011.

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30

Changing Schools: Alternative Ways to Make a World of Difference. Routledge, 2011.

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31

Luckan, Yashaen. Recognition of Prior Learning in Post-Apartheid South Africa: An Alternative Pedagogy for Transformation of the Built Environment Professions. Taylor & Francis Group, 2021.

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32

Luckan, Yashaen. Recognition of Prior Learning in Post-Apartheid South Africa: An Alternative Pedagogy for Transformation of the Built Environment Professions. Taylor & Francis Group, 2021.

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33

Luckan, Yashaen. Recognition of Prior Learning in Post-Apartheid South Africa: An Alternative Pedagogy for Transformation of the Built Environment Professions. Taylor & Francis Group, 2021.

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34

Oldenski, Thomas. Liberation Theology and Critical Pedagogy in Today's Catholic Schools: Social Justice in Action. Taylor & Francis Group, 2013.

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35

Oldenski, Thomas. Liberation Theology and Critical Pedagogy in Today's Catholic Schools: Social Justice in Action. Taylor & Francis Group, 2013.

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36

Oldenski, Thomas. Liberation Theology and Critical Pedagogy in Today's Catholic Schools: Social Justice in Action. Taylor & Francis Group, 2013.

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37

Katz, Steven. Folk pedagogy and The common curriculum: An examination of alternative folk pedagogical forms in the context of a particular curricular innovation. 1998.

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38

DasGupta, Sayantani. The Politics of the Pedagogy: Cripping, Queering and Un-homing Health Humanities. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0007.

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Drawing upon progressive pedagogical theorists and her own experiences, the author examines the potential effects and ethical responsibility of the health humanities workshop/classroom. Is it possible to search for oppositional knowledge—as described by Talpade Mohanty—within the health humanities disciplines; what does it mean to crip, queer, or un-home these many fields? In what ways might narrative work pose risks to students when it is practiced without attention to the operation of power and privilege? The author describes the evolution of her own pedagogical approach and proposes three p
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39

Valle-Ruiz, Lis, and Andrew Wymer, eds. Unmasking White Preaching. The Rowman & Littlefield Publishing Group, 2022. https://doi.org/10.5040/9781978737471.

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This book examines the impact of white racialization in homiletics. The first section, Racial Hegemony, interrogates the white, colonial bias of Euro-American homiletical practice, pedagogy, and theory with particular attention to the intersection of preaching and racialization. The second section, Resistance and Possibilities, contributes diverse critical homiletical approaches emerging in conversation with racially-minoritized scholarship and racially subjugated knowledge and practice. By reading this book, preachers and professors of preaching will encounter alternative, non-dominant homile
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40

Ford, Derek R. Communist Study. The Rowman & Littlefield Publishing Group, 2022. https://doi.org/10.5040/9781666987638.

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In the second edition of this groundbreaking work, Derek R. Ford contends that radical politics needs educational theory, posing a series of educational questions pertinent to revolutionary movements: How can pedagogy bridge the gap between what is and what can be, while respecting the gap and its uncertainty and contingency? How can pedagogy accommodate ambiguity while remaining faithful to the communist project? In answering these questions, Ford develops a dynamic pedagogical constellation that radically opens up what education is and what it can mean for revolutionary struggle. In charting
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41

Kumar, Pintu. Buddhist Learning in South Asia. The Rowman & Littlefield Publishing Group, Inc., 2018. https://doi.org/10.5040/9781666986396.

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This interdisciplinary study is the first book to provide a complete survey of Sri Nalanda Mahavihara from the perspective of its educational curricula as well as its religious influence. It provides detailed descriptions of the origin, growth, management, and academic and cultural life of Nalanda, with particular attention to its pedagogy, curriculum, teachers, and students. It also presents an alternative interpretation of nationalist and popular notions about Sri Nalanda as an international university and proves that it was, at its core, a Buddhist monastery and an institution of Buddhist l
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42

Owens, Matthew, and Graham F. Welch. Choral Pedagogy and the Construction of Identity. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.9.

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Following an initiative of the early 1990s, the majority of United Kingdom cathedrals now have girl as well as boy cathedral choristers, often alternating in the singing of the daily services. One of the original political challenges in this musico-cultural initiative was whether or not it was possible for girl choristers to attain the same vocal quality as their male counterparts. Empirical studies, however, suggest that there is considerable overlap between the psycho-acoustic vocal features of girls’ and boys’ singing, such that it is often difficult perceptually to distinguish between the
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43

Pedagogia libertária: Anarquistas, anarquismos e educação. Editora Imaginária, 2007.

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44

Osgood, Jayne, and Victoria de Rijke, eds. Postdevelopmental Approaches to Play. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350439528.

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This book deconstructs traditional developmentalist logic around play and explores play in the broadest sense. It deconstructs traditional developmentalist logic around play where the focus is on what play enables children’s bodies and brains to do and become. This book includes contributions from academics and practitioners based in Australia, Canada, Finland, South Africa, the USA and the UK and explores play in the broadest sense, making space for the myriad forms that play takes for both children and adults connected to children in childhood contexts. By broadening the definition and being
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45

Marcus, Benjamin P. Religious Literacy in American Education. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.38.

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Popular definitions of religious literacy don’t capture the reality of lived religion in a plural age. Using language as a metaphor for religion, this chapter differentiates between religious fluency among co-religionists and the ability to read and interpret the vocabulary of the “language” of the religious other. Whereas advocates for biblical literacy and world religions courses often reinforce an essentialist understanding of religion that presents only the “standard” version of a language, this chapter suggests an alternative 3B Framework that encourages students to consider how the inter
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46

Deahl, Lora, and Brenda Wristen. Adaptive Strategies for Small-Handed Pianists. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190616847.001.0001.

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Adaptive Strategies for Small-Handed Pianists brings together information from ergonomics, physics, biomechanics, anatomy, medicine, and piano pedagogy to focus on the subject of small-handedness. Chapter 1 presents an overview from historical, anatomical, and pedagogical perspectives and includes a discussion of small-handedness as a risk factor for piano-related injury. Chapter 2 establishes a basic understanding of work efficiency and the human anatomy, moves on to general observations about piano playing and the constraints of physics, and explains the principles of healthy movement at the
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47

Schwittay, Anke. Creative Universities. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529213645.001.0001.

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How can higher education contribute to tackling today's complex challenges? In this wide-ranging book, the author argues that, in order to inspire and equip students to generate better responses to global challenges, we need a pedagogy that develops their imagination, creativity, emotional sensibilities and practical capabilities. The author proposes a critical-creative pedagogy that incorporates design-based activities, experiential teaching, serious play and future-oriented practices. Crucially, the book demonstrates the importance of moving beyond analysing limitations to working towards al
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48

Biel Portero, Israel, Andrea Carolina Casanova Mejía, Amanda Janneth Riascos Mora, et al. Challenges and alternatives towards peacebuilding. Edited by Ángela Marcela Castillo Burbano and Claudia Andrea Guerrero Martínez. Ediciones Universidad Cooperativa de Colombia, 2020. http://dx.doi.org/10.16925/9789587602388.

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Rural development and peacebuilding in Colombia have been highly prioritized by higher education institutions since the signing of the Peace Agreement between the National Government and the FARC-EP. This has resulted in the need to further analyze rural strategies that contribute towards a better life for the population of territories where armed conflict is coming to an end, whilst understanding the pressing uncertainty that this process implies; on the one hand, for the urgency of generating rapid and concrete responses to social justice and equity, and on the other, because fulfilling the
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49

Morag-Levine, Noga. Sociological Jurisprudence and The Spirit of The Common Law. Edited by Markus D. Dubber and Christopher Tomlins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198794356.013.24.

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This chapter explores the work and influence of Roscoe Pound who offered sociological jurisprudence in response to transatlantic-inspired threats to the future of the common law. At issue was the rise of social science as an alternative, civil-law-affiliated, administrative paradigm that simultaneously threatened the academic interests of the law schools, the professional concerns of the bar, and the core constitutional principles of judicial supremacy. Within this context, Pound selectively drew on European social legal theory with the goal of saving the common law from itself. The project co
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50

Hytten, Kathy. The Oxford Encyclopedia of Philosophy of Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/acref/9780190919726.001.0001.

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108 entries This edited collection provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range topics, ideas, and diverse perspectives from around the world. Each chapter is an in-depth exploration of a philosophic topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken together, the chapter authors illuminate the kinds of questions that philosophers ask about
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