Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus
(Sprache: Englisch)
Explores the academic debates surrounding the relationship between ethnicity and education and proposes a rethinking of the goals and methods of multicultural education.
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Klappentext zu „Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus “
Explores the academic debates surrounding the relationship between ethnicity and education and proposes a rethinking of the goals and methods of multicultural education.
Inhaltsverzeichnis zu „Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus “
Acknowledgments Introduction 1. The Ethnicization of Educational Achievement 2. Surveying Culture and Educational Capital 3. Disposed to Learning 4. Home, Routine and Dispositions to Learning 5. Ethnicity and Schemas of Perception 6. Schools, Pedagogy and Discipline Conclusion Notes References Index
Autoren-Porträt von Megan Watkins, Greg Noble
Megan Watkins is Senior Lecturer in the School of Education and member of the Institute for Culture and Society at the University of Western Sydney, Australia. Greg Noble is Associate Professor at the Institute for Culture and Society, University of Western Sydney, Australia.
Bibliographische Angaben
- Autoren: Megan Watkins , Greg Noble
- 176 Seiten, Maße: 15,2 x 23,1 cm, Kartoniert (TB), Englisch
- Verlag: Continnuum-3pl
- ISBN-10: 1441177116
- ISBN-13: 9781441177117
- Erscheinungsdatum: 22.08.2013
Sprache:
Englisch
Rezension zu „Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus “
The relationship between ethnicity, class and educational achievement continues to confound scholars. In its lived form, it has the potential to divide communities. This book is a timely engagement with this 'hot' topic. It is accessible and provides insights based on research that are considered through a robust theoretical framework. This book is a 'must read', particularly for those directly engaged with the teaching profession. Georgina Tsolidis, Professor of Education, University of Ballarat, Australia Watkins and Noble offer a richly theorised and empirically grounded account of the dynamics of learner differences. They show how different 'dispositions to learn' affect learner outcomes. Central to their account is the construct 'scholarly habitus'. They frame this as a multifaceted alternative to the over-simplifications of cognitivism and cultural pathologisation that frequently afflict educational research and practice. This book represents a significant advance in the field of cultural studies in education. Mary Kalantzis, Dean of the College of Education, University of Illinois, USA
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