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Books on the topic 'Kritisk pedagogik'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 February 2023

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1

Monsters van kinderen, draken van ouders. 5th ed. Amsterdam: Meulenhoff, 2008.

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2

Christine, Leland, and Harste Jerome C, eds. Creating critical classrooms: K-8 reading and writing with an edge. New York: L. Erlbaum Associates, 2008.

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3

Nachdenken in Widersprüchen: Gernot Koneffkes Kritik bürgerlicher Pädagogik. Wetzlar: Büchse der Pandora, 2007.

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4

1946-, Freedman Lauren, ed. Developing critical awareness at the middle level: Using texts as tools for critique and pleasure. Newark, Del: International Reading Association, 2005.

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5

Siegel, Harvey. Rationality redeemed?: Further dialogues on an educational ideal. New York: Routledge, 1997.

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6

author, Church Mark 1970, and Morrison Karin 1951 author, eds. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011.

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7

Becoming a critically reflective teacher. San Francisco: Jossey-Bass, 1995.

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8

(Editor), Edmund V. O'Sullivan, Amish Morrell (Editor), and Mary Ann O'Connor (Editor), eds. Expanding the Boundaries of Transformative Learning: Essays on Theory and Praxis. Palgrave Macmillan, 2002.

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9

(Editor), Edmund V. O'Sullivan, Amish Morrell (Editor), and Mary Ann O'Connor (Editor), eds. Expanding the Boundaries of Transformative Learning: Essays on Theory and Praxis. Palgrave Macmillan, 2002.

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10

Expanding the boundaries of transformative learning: Essays on theory and praxis. New York, N.Y: Palgrave, 2002.

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11

(Foreword), Randy Bomer, and Lucy Calkins (Reader), eds. Girls, Social Class, and Literacy: What Teachers Can Do to Make a Difference. Heinemann, 2006.

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12

Skundberg, Øystein, Johanne Ilje-Lien, Eva Simonsen, Rune Hausstätter, Birgit Nordtug, Jenny Steinnes, Peder Haug, et al. Pedagogikkens idé og oppdrag. Edited by Harald Øyvind Thuen, Synnøve Myklestad, and Stine Vik. Fagbokforlaget, 2022. http://dx.doi.org/10.55669/oa0103.

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Hva er god pedagogikk – i barnehagen, i skolen og i høyere utdanning? Og hvilken vei har den pedagogiske forskningen tatt etter tusenårsskiftet? Denne boken retter søkelyset mot pedagogikkens ideer og oppdrag innenfor ulike arenaer. Den diskuterer fagets endringer og utfordringer og viser fram nye tilnærmingsmåter i pedagogikk som profesjonsfag, studiefag og forskningsfag. Utgangspunktet for boken er kritikken av «den etablerte pedagogikken» ved Universitetet i Oslo på 1970-tallet. Det første alternative pedagogikkstudiet åpnet i 1971 ved Høgskolen på Lillehammer, siden fulgte andre alternativer etter. Til 50-årsjubileet har vi invitert et knippe forfattere til kritisk å diskutere utviklingstrekk og nye tilganger i pedagogikken av i dag.Boken består av 17 kapitler som spenner fra barnehagefeltet til høyere utdanning og forskning. Den retter seg mot studenter og forskere i lærerutdanningene og pedagogikk, og gir innspill til den allmenne politiske og faglige debatten om barnehage, utdanning og oppvekst.
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13

Harste, Jerome C., Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: Reading and Writing with an Edge. Taylor & Francis Group, 2014.

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14

Harste, Jerome C., Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: Reading and Writing with an Edge. Taylor & Francis Group, 2014.

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15

Harste, Jerome, Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: K-8 Reading and Writing with an Edge. Taylor & Francis Group, 2007.

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16

Harste, Jerome C., Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: Reading and Writing with an Edge. Taylor & Francis Group, 2014.

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17

Harste, Jerome, Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: K-8 Reading and Writing With an Edge. Taylor & Francis Group, 2007.

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18

Harste, Jerome C., Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: Reading and Writing with an Edge. Taylor & Francis Group, 2014.

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19

Harste, Jerome C., Mitzi Lewison, and Christine Leland. Creating Critical Classrooms: Reading and Writing with an Edge. Taylor & Francis Group, 2014.

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20

Freedman, Lauren, and Holly Johnson. Developing Critical Awareness at the Middle Level. International Reading Association, 2005.

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21

Jermstad, Linnéa K., and Ursula Småland Goth, eds. Fra barnehage til voksenliv. Novus forlag, 2020. http://dx.doi.org/10.52145/9788283900538.

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Antologien Fra barnehage til voksenliv. Utdanning, didak­tikk og verdi består av profesjonsnær forskning på lærer­utdanningene og videregående opplæring, og på praksisfeltene barnehage og grunnskole. De 18 forfatterne, som har basert sine bidrag på forskning fra egen praksis, har lang erfaring med formidling av kunnskap og verdier som er viktige i pedagogiske sammenhenger. Antologien Fra barnehage til voksen­liv. Utdanning, didaktikk og verdi inneholder forskningsdata fra utdanningssektoren samt oppdatert informasjon og viten­skapelige forsknings­resultater fra prosjekter i kommunen, fylkeskommunen og private institusjoner. Vi håper at tekstene vil motivere til danning og kritisk tenkning, og utfordre til aktivt engasje­ment for medmennesker og samfunn både i Norge og globalt.
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22

Hofmeister, Arnd. Zur Kritik des Bildungsbegriffs aus subjektwissenschaftlicher Perspektive: Diskursanalytische Untersuchungen (Edition Philosophie und Sozialwissenschaften). Argument, 1998.

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23

Puzzle Them First!: Motivating Adolescent Readers With Question Finding. Intl Reading Assn, 2006.

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24

Siegel, Harvey. Rationality Redeemed?: Further Dialogues on an Educational Ideal. Routledge, 1996.

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25

Rationality Redeemed?: Further Dialogues on an Educational Ideal. Routledge, 1996.

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26

(Editor), Ralf St Clair, and Jennifer A. Sandlin (Editor), eds. Promoting Critical Practice in Adult Education (New Directions for Adult and Continuing Education, No. 102). Jossey-Bass, 2004.

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27

Galardini, Anna Lia, Donatella Giovannini, Sonia Iozzelli, Antonia Mastio, Maria Laura Contini, Sylvie Rayna, Ine van Liempd, Ed Hoekstra, and Jan Peeters. Pistoia, een cultuur van het jonge kind. Uitgeverij SWP, 2022. http://dx.doi.org/10.36254/978-90-8560-087-9.

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De vele bezoekers uit Nederland en Vlaanderen die de uitstekende voorzieningen voor jonge kinderen in Pistoia bezoeken vragen zich telkens weer af hoe deze stad in Toscane erin geslaagd is om zo een rijke cultuur van het jonge kind te ontwikkelen. Dit boek beschrijft hoe de intense samenwerking tussen pedagogen, onderzoekers en beleidsmensen ertoe geleid heeft dat er een klimaat is ontstaan waarin deze cultuur vorm kreeg. Aan de hand van voorbeelden en illustraties wordt beschreven hoe via experimenten en projecten deze cultuur zich ontwikkelde: hoe een stimulerende visie op de ruimte werd geconstrueerd, hoe men erin slaagde die unieke band met de ouders vorm te geven, hoe de link tussen de kinderen en de stad Pistoia werden gelegd. De auteurs illustreren hoe een klimaat van samen leren, van kritisch reflecteren op de praktijk aan de basis ligt van deze bijzonder geslaagde innovaties. Dit boek is bijzonder boeiend voor allen die betrokken zijn bij de opvoeding en de zorg voor de kinderen tussen 0 en 6 jaar, praktijkmedewerkers en opleiders en ook ouders. Deze cultuur van gastvrijheid en participatie die de voorzieningen van Pistoia zo rijkt maakt voor kinderen en ouders zal zonder twijfel veel inspiratie bieden voor allen die investeren in innovatie en kwaliteitsverbetering van voorzieningen voor jonge kinderen in Nederland en Vlaanderen
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