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Books on the topic 'Pedagogical community'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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1

Ostapyuk, Sergey, and Lyudmila Kupriyanova. Quality management of scientific and pedagogical activities in higher education: problems and solutions. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2155925.

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The monograph reveals the problems of improving the efficiency and quality of management of scientific and scientific-technical activities in higher education, the possibility of improving the skills of scientific and pedagogical personnel in modern conditions of economic development and evaluating the effectiveness of the introduction of the university-firm business relations system as promising solutions to financial problems of the university that can change the established idea of the forms of attracting investment in development the professional competence of higher school teachers today
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2

Cambi, Franco. Libertà da--: L'eredità del marxismo pedagogico. La nuova Italia, 1994.

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3

Osorio, Miguel Angel. Pedagogía para la participación popular. Editorial Humanitas, 1987.

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4

Strelkova, Irina. Managing personal information flows in a digital educational environment: methodological tools. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1930658.

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The scientific and practical manual, which is a methodological toolkit, is intended for professionals - representatives of the scientific, pedagogical and library community — seeking to learn for themselves and teach others to live and work in a digital educational environment; actively form their professional and supra—professional (digital) competencies, including learning how to systematize and apply in practice the growing the volume of information and, accordingly, effectively manage information flows, both personal and organizations (educational institutions, libraries) as a whole.
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5

Badmaev, Boris T͡Sirenovich. Psikhologii͡a i pedagogika v partiĭnoĭ propagande. 3rd ed. Izd-vo polit. lit-ry, 1985.

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6

Mattei, Francesco. Su una critica della ragione pedagogica: Studio su Angelo Broccoli. Anicia, 1993.

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7

Marynowicz-Hetka, Ewa. Pedagogika społeczna jako dyscyplina akademicka: Stan i perspektywy. Wydawn. Uniwersytetu Łódzkiego, 1998.

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8

Volodina, Larisa. Family harmony, or the values of family education in Russia. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1817281.

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The leading idea of the monograph is the idea of the unity of national priorities in the field of values of family education on the territory of the Russian Federation and the place of the region in its formation. Russian Russian peasant family values formation process in the second half of the XIX — early XX century is presented: in its historical and cultural context in the aspect of correlation with the stages of development of the Russian state; in its historical and pedagogical context in the aspect of correlation with the value priorities
 of education in the Russian peasant family,
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9

Spadafora, Giuseppe. La pedagogia laica in Italia e Angelo Broccoli. La nuova Italia, 1992.

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10

Spira, Vinícius. Desafios do acolhimento: Espaço, política e pedagogia nos centros educacionais unificados (CEUs) de São Paulo. FAPESP, 2017.

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11

Calvetto, Silvano. L' educatore Pietro: Il commissario politico come figura pedagogica della Resistenza. Tirrenia Stampatori, 2006.

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12

Boffo, Vanna, ed. A Glance at Work. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-187-4.

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The topics of work flexibility, precarious jobs, and the relationship between work, the market and production are subjects that are widely debated in the sociological, philosophical, economic and political spheres. Yet these topics are less touched on in the tradition of pedagogical research. The intention of this book is to build a seedbed for reflection on the central position assumed by work in the lives of every woman and man, inhabitants of a planet in which the transformation of work activities is imposing radical changes on lifestyles, community-building and societies. Work is not an ab
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13

Sýkora, Miloslav. K teoretickým a metodologickým otázkám obsahu vyučování v buržoazní škole a pedagogice. Univerzita Karlova, 1988.

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14

Dam, C. van. El laboratorio experimental de Clodimir Santos de Morais: Una pedagogia para la organización social. LISPOC, 2002.

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15

Ivanova, Svetlana. Organizational and methodological foundations of dissertation preparation. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1914747.

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The educational and methodological manual reveals the nature of pedagogical knowledge in the light of comparing the specifics of natural-scientific and humanitarian types of cognition, reveals milestones of methodological ideas about scientific cognition and modern features of dissertation research on pedagogy. As a specific methodological aid, the material on the choice of the research topic, tasks and organization of literature analysis on the topic is offered. The main part is presented with recommendations for the design of all the headings of the section "General characteristics of the wo
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16

Bartleet, Brydie-Leigh, Dawn Bennett, Anne Power, and Naomi Sunderland. Community Service Learning with First Peoples. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.3.

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Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these c
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17

Gormally, Sinéad, Abigail Maguire, and Mike Seal, eds. Higher Education, Community Connections and Collaborations. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350453753.

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This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings.It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this. By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development. The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recover
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18

de Quadros, André. Community Music Portraits of Struggle, Identity, and Togetherness. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.14.

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This chapter explores identity, struggle, and inclusion in three contrasting settings: in American prisons and in community music projects in two vastly different locations and situations in Mexico and Palestine. The chapter relates this exploration to the Empowering Song approach developed in the United States in Boston, Massachusetts. This approach, born in the oppressive context of American prisons, and possessed of general music education approaches, has developed into a model for community music where social justice, enquiry, personal transformation, and community bonding are sought. In a
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19

Topuzov, Oleg, Olena Lokshyna, Oksana Glushko, et al. Education in the realities of war: the guidelines of the international community. Pedagogichna Dumka, 2022. http://dx.doi.org/10.32405/978-966-644-614-8-2022-55.

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The publication provides an overview of the developments of the international community on the problem of education in the conditions of war. The motives of the attack on education, the immediate and long-term negative consequences for both the education system and the participants in the educational process are analyzed. The orientations of international and non-governmental organizations regarding the provision of continuity of education in war conditions and the inclusion of refugees and internally displaced persons in the educational process structured; the EU support for the integration o
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20

Borisenkov, V. Pedagogical education in the cultural and educational space of a modern university. Materials of the international scientific-practical conference «Rosov Readings». LCC MAKS Press, 2021. http://dx.doi.org/10.29003/m2505.978-5-317-06712-0.

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The book discusses the processes taking place in pedagogical education, analyzes modern approaches, ideas, technologies for transforming the training of pedagogical personnel in line with the scientific and pedagogical heritage of N. Kh. Rozov. The materials of reports and messages of scientists, young researchers and practicing teachers on the problems of modern strategies, models and technologies of pedagogical education are presented. It is addressed to teachers, scientists, educators, graduate students, employees of higher education institutions, and the general pedagogical community.
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21

Randles, Clint. Growing Songwriting. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197693216.001.0001.

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Abstract Growing Songwriting builds on the work of professional songwriters, songwriting professors, scholars in songwriting, and on the professional discourse in music education to provide a pedagogical starting place for the teaching of songwriting in school classrooms and community centers. Creative processes centered on writing songs are divided into three separate but related activity areas: Covering, the Middle Ground, and Songwriting. Within each of these areas are provided lesson “seed” starting places for developing lessons, “water” in the form of stories of how songwriters have writt
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22

Ballamingie, Patricia. Showing Theory to Know Theory: Understanding social science concepts through illustrative vignettes. Showing Theory Press, 2022. http://dx.doi.org/10.22215/stkt.

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This collaborative, open educational resource brings together a collection of short pedagogical texts that help new learners understand complex theoretical concepts and disciplinary jargon from the critical social sciences. Each entry "shows" an element of theory using an "illustrative vignette”—a short, evocative story, visual or infographic, poem, described photograph, or other audio-visual material. Of use across disciplines and community contexts, Showing Theory aims to democratize theory while linking it to practical, grounded experience.
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23

Childs, G. Tucker. Busy Intersections. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190256340.003.0007.

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This chapter reports on the applicability of a pedagogical model for use in West Africa that is drawn from adult literacy practices in the United States. It proposes bridging the gaps between linguists, teachers, and community organizers, and building on the ethnographic skills of language documenters. One increasingly important goal of language documentation has been creating and mobilizing documentation in support of pedagogy or even as a social movement. A documentary perspective is here synthesized with an adult literacy one, fitted to the context of West Africa, to offer some guidelines f
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24

Filosofii͡a︡ i pedagogika: Problemy vzaimosvi͡a︡zi : sbornik nauchnykh trudov. Sverdlovskiĭ gos. pedagog. in-t, 1988.

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25

Seal, Mike. Participatory Pedagogic Impact Research: Co-Production with Community Partners in Action. Taylor & Francis Group, 2018.

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26

Seal, Mike. Participatory Pedagogic Impact Research: Co-Production with Community Partners in Action. Taylor & Francis Group, 2018.

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27

Participatory Pedagogic Peer Research: Co-Production with Community Partners in Action. Taylor & Francis Group, 2018.

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28

Fine-Dare, Kathleen S. Urban Mountain Beings. Lexington Books, 2019. https://doi.org/10.5040/9781978739260.

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Urban Mountain Beings is an ethnographic and historically grounded study of recognition strategies and ethnogenesis carried out on the flanks of Mt. Pichincha in Quito, Ecuador. Kathleen S. Fine-Dare employs feminist geographical and Indigenous pedagogical frameworks to illustrate how histories of exclusion have created attitudes and policies that treat Native peoples as “out of place and time” in cities. Fine-Dare concentrates on two overlapping contexts for Indigenous vindication: the Yumbada of Cotocollao, an ancestral performance through which mountain and other spirits are called into the
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29

Talty, Jack. Noncanonical Pedagogies for Noncanonical Musics. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0005.

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This chapter explores the ways in which a selection of European pedagogues and institutions involved in folk, traditional, world music, and popular music education navigate a world of music pedagogy that has been historically dominated by the Western classical tradition. More specifically, it interrogates how pedagogues draw on, adapt, or depart from Western classical pedagogy to manage “canonicity” in music education and to negotiate the needs and expectations of local musical communities. The research, informed by interviews conducted with individuals at eight European music departments, sug
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30

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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31

Doud, Tim, and Zoë Charlton, eds. Out of Place: Artists, Pedagogy, and Purpose. punctum books, 2021. http://dx.doi.org/10.53288/0367.1.00.

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Broad in scope, Out of Place: Artists, Pedagogy, and Purpose presents an overview of the different paths taken by artists and artist collectives as they navigate their way from formative experiences into pedagogy. Focusing on the realms in- and outside the academy (the places and persons involved in post-secondary education) and the multiple forms and functions of pedagogy (practices of learning and instruction), the contributions in this volume engage individual and collective artistic practices as they adapt to meet the factors and historical conditions of the people and communities they ser
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32

Nemes, László Norbert. “Let the Whole World Rejoice!” Choral Music Education. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.5.

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Zoltán Kodály (1882–1967), one of the foremost figures of Hungarian culture and choral music in the twentieth century, laid the foundations of a new music pedagogical approach during the times immediately preceding and following the years of World War II. His concept of music education can be summarized into two important goals: (1) to draw more people near to classical musical art while developing the necessary skills in them for its in-depth understanding and reception, (2) to create opportunities from these precious musical experiences for the shaping of personality and the creation of valu
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33

Kahn, Jonathon S. Secularism and Religion in American Education. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.4.

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Recent critics of the secular have presented a newly complicated account of secularity, one in which secularity and religion are seen not as separate but as mutually intertwined and interdependent. This chapter uses these new secular critics to reflect on the history and nature of a secular education. It argues that the emergence of American secular education over the course of the twentieth century was tied to power and production of knowledge that, at times, included religious moods and outlooks. Moving forward, secular education would do well to acknowledge and include those religious outlo
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34

Kelly, Lauren Leigh, and Daren Graves, eds. The Bloomsbury Handbook of Hip Hop Pedagogy. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350331846.

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The Bloomsbury Handbook of Hip Hop Pedagogy is the first reference work to cover the theory, history, research methodologies, and practice of Hip Hop pedagogy. Including 20 chapters from activist-oriented and community-engaged scholars, the handbook provides perspectives and studies from across the world, including Brazil, the Caribbean, Japan, Scandinavia, and the USA. Organized into four topical sections focusing on the history and cultural roots of Hip Hop; theories and research methods in Hip Hop pedagogy; and Hip Hop pedagogy in practice, the handbook offers theoretical, analytical, and p
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35

Kempf, Arlo. Manifesto for the global anti-capitalist movement: The contemporary pedagogics of the manifesto format. 2005.

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36

Gurrieri, Eleonora. Pedagogia Speciale Della Gestione Integrata Del Gruppo Classe Attraverso Metodologie Didattiche Innovative: Community Learning e Biblioterapia. Independently Published, 2022.

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37

Morelli, Sarah. A Guru's Journey. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042867.001.0001.

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This book provides the first ethnographic examination into the life of and the community formed around Pandit Chitresh Das, one of India’s most dynamic, outspoken, and captivating dancers. Born in Calcutta in 1944, Pandit Das immigrated to the United States in 1970 and was instrumental in establishing kathak, an Indian classical dance form, in the States. This work examines issues that arose in teaching, learning, and performing kathak in the United States over forty-five years. As a teacher, how does one transmit cultural and dance knowledge to culturally diverse groups of students? Within an
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38

Abril, Carlos R., and Brent M. Gault, eds. General Music. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197509012.001.0001.

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Abstract General Music: Dimensions of Practice is a practical guide for music teachers and teaching artist who strive to teach music holistically. The book begins by framing general music as a holistic music education that is comprehensive, meaningful, and relevant to diverse learners in school and community settings. It is followed by chapters that are organized into one of four dimensions of music practice: performing, connecting, creating, and responding. Chapter authors share creative and innovative teaching ideas, for both elementary and secondary school students, that focus on a wide ran
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39

Paoli, Caterina. Greek Tragedy in 20th-Century Italian Literature. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350186194.

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Focusing on the works of Camillo Sbarbaro and Giovanna Bemporad, this book offers the first in-depth analysis of poetic translations of Greek tragedy in 20th-century Italian poetry. The close examination of the linguistic and ideological diversity embedded in these authors’ works shows how narratives of Greek tragedy shaped their poetic universe, and how their work influenced the Greek paradigm in return. The reader is presented with a textual analysis of Sbarbaro’s and Bemporad’s translations, as well as a discussion of larger cultural patterns. This volume provides a fresh perspective on the
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40

Storch, Tanya. Buddhist-Based Universities in the United States. Rowman & Littlefield Publishing Group, 2015. https://doi.org/10.5040/9781666986631.

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Buddhist-Based Universities in the United States: Searching for a New Model in Higher Education investigates in depth four American Buddhist universities, namely, the Dharma Realm Buddhist University, the University of the West, the Soka University of America, and the Naropa University, all of which offer degrees in liberal arts and professional fields, and at the same time educate their students in the philosophy and practices of Buddhism. Buddhist universities in the United States are unique because there are no comparable universities based on the philosophy and practices of other Asian rel
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41

Hickey-Moody, Anna, and Tara Page, eds. Arts, Pedagogy and Cultural Resistance. Published by Rowman & Littlefield International, Ltd., 2015. https://doi.org/10.5040/9798881809713.

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Arts, Pedagogy and Cultural Resistance brings cultural studies’ perspectives to bear on Arts practices. Each contribution synthesizes creative approaches to philosophy and new materialist understanding of practice to show how human-nonhuman interaction at the core of Arts practice is a critical post human pedagogy. Across fine art, dance, gallery education, film and philosophy, the book contends that certain kinds of Arts practice can be a critical pedagogy in which tactical engagements with community, space, place and materiality become means of not only disrupting dominant discourse but also
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42

Vasylyshyna, Nataliia, ed. CURRENT THEORY AND PRACTICE ASPECTS OF LINGUISTICS, SOCIOLINGUISTICS AND METHODOLOGY OF FOREIGN LANGUAGES AT UNIVERSITIES IN MODERN GLOBAL HIGHER EDUCATIONAL SPACE. RS Global Sp. z O.O., 2022. http://dx.doi.org/10.31435/rsglobal/052.

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The collective monograph "Current Theory and Practice Aspects of Linguistics, Sociolinguistics and Methodology of Foreign Languages at Universities in Modern Global Higher Educational Space" incorporates five sections developed on the results of the author's research. The main scientific and methodological developments of the foreign languages university teaching community are presented in the foreign mutual monograph, which are included in this collection. The manuscript, in particular, is devoted to the problems of language training of students of nonphilological specialties of the classical
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43

Janak, Edward, and Ludovic A. Sourdot, eds. Educating through Popular Culture. Lexington Books, 2017. https://doi.org/10.5040/9781666993035.

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This edited volume serves as a place for teachers and scholars to begin seeking ways in which popular culture has been effectively tapped for research and teaching purposes around the country. The contents of the book came together in a way that allowed for a detailed examination of teaching with popular culture on many levels. The first part allows teachers in PreK-12 schools the opportunity to share their successful practices. The second part affords the same opportunity to teachers in community colleges and university settings. The third part shows the impact of US popular culture in classr
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44

De Lissovoy, Noah, Raúl Olmo Fregoso Bailón, and Alex J. Armonda, eds. Teaching as Radical Logic. Lexington Books, 2024. https://doi.org/10.5040/9798881894634.

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Teaching as Radical Logic: Dialectic, Analectic, and Education features original contributions from leading scholars in the fields of decolonial theory, Marxist theory, and critical education. This volume revitalizes the cross-fertilizing dialogue between traditions that historically propelled global anti-capitalist and anti-imperialist political movements, while restoring to pedagogy its central role as an organizing principle for liberation. At the same time, this volume explores the necessary ground of teaching in fundamental logics of radical thought and action. Starting from an engagement
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45

Zucker, Adam. Shakespeare Unlearned. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/9780198906803.001.0001.

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Abstract Shakespeare Unlearned dances along the borderline of sense and nonsense in early modern texts, revealing overlooked opportunities for understanding and shared community in words and ideas that might in the past have been considered too silly to matter much for serious scholarship. Each chapter pursues a self-knowing, gently ironic study of the lexicon and scripting of words and acts related to what has been called ‘stupidity’ in work by Shakespeare and other authors. Each centers on significant, often comic situations that emerge—on stage, in print, and in the critical and editorial t
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46

Kreider, Kristen, and James O'Leary. Ungovernable Spaces. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350409118.

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What does it mean to be governed and what does it mean to resist? Examining how communities form amidst social and political turbulence, this open access book presents four case studies that demonstrate the power of organic social formations over imposed order. Understanding this formation of community in terms of ‘ungovernability’ and a ‘poetics of resistance’, Ungovernable Spaces charts a movement from oppression, through transformation, into imagining, and finally emergence. Throughout the book, the authors engage methods of situated practice and related modes of writing and image-making to
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47

Johnson, Lamar L., Gloria Boutte, Gwenda Greene, and Dywanna Smith. African Diaspora Literacy. The Rowman & Littlefield Publishing Group, 2018. https://doi.org/10.5040/9781666984606.

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This book demonstrates the application of African Diaspora Literacy in K–12 schools and teacher education programs. The book emerged from a four-week Fulbright-Hays Group Abroad project to Cameroon, West Africa, which was focused on African Diaspora Literacy. The project was guided by the African principle of “Ubuntu” (I am because we are). The 15-member team was comprised of eight faculty members (representing five universities—Benedict College, Michigan State University, South Carolina State University, South University, and the University of South Carolina), one community member, two K–12 a
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48

Benedict, Cathy, Patrick Schmidt, Gary Spruce, and Paul Woodford, eds. The Oxford Handbook of Social Justice in Music Education. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199356157.001.0001.

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This handbook seeks to present a wide-ranging and comprehensive survey of social justice in music education. Contributors from around the world interrogate the complex, multidimensional, and often contested nature of social justice and music education from a variety of philosophical, political, social, and cultural perspectives. Although many chapters take as their starting point an analysis of how dominant political, educational, and musical ideologies serve to construct and sustain inequities and undemocratic practices, authors also identify practices that seek to promote socially just pedag
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49

Úcar, Xavier, Pere Soler-Masó, and Anna Planas-Lladó, eds. Working with Young People. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190937768.001.0001.

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The book offers a new outlook on social, cultural and educational work with young people. It is the perspective of social pedagogy: a theoretical and practical perspective that has been developing in continental Europe over the last 150 years. Social pedagogy poses a way of acting that places young people at the center of socio-educational work, putting their decisions and actions into value. It aims to accompany them in their life process of personal construction within the framework of the community in which they live. The book is organized into three large blocks of chapters. The introducti
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50

Manrique Nugent, Manuel Alberto Luis, Julissa Graciela Chávez Cruz, Lizangela Aurelia Hinojosa Yzarra, and Graciela Chela Quispe Gonzales. Technical english book. Universidad Nacional de Educación Enrique Guzmán y Valle (UNE) - Fondo Editorial La Cantuta, 2023. http://dx.doi.org/10.54942/lacantuta.23.

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The strategies of the methodological development of this Book was to use the tools that help to manage the teaching of skills learning techniques, the same ones that will be applied in the development of the topics taught in the chapters of the book, involving a set of activities leading to achieving an Educational development of ESL, English Second Language to improve the traditional forms that cause the barriers of the old techniques of teaching a language, having to use the method in this qualitative research, of a type with a focus more on the result of the surveys elaborated. given to the
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