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Digital Teaching and Learning in Higher Education : Culture, Language, Social Issues
Digital collaboration has been established in higher education for many years.But when the Covid-19 pandemic struck, digital learning and virtual mobility became of utmost importance for higher education. In the international project »Digital and International Virtual Academic Cooperation« (DIVA), scholars from Israel, Australia, and Germany focused on intercultural learning and online collaboration.Based on their findings, they show how digital arrangements can be used in higher education, how digital teaching can be theorized, and what potential can be gained for post-pandemic teaching.
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Raymond Williams and Education : History, Culture, Democracy
Raymond Williams' major contributions to intellectual progress are usually categorised within cultural theory, media studies or neo-Marxist studies.Serious analysis of his contributions to education as a field of practice as well as a field of study have been relatively neglected.This is the first book to redress that omission, focusing on how his writing and thought have helped us to understand education in Britain and also provide analytical tools that have helped to shape educational studies in the USA and internationally. Ian Menter draws on Williams' several novels, including Border Country, as well as on his seminal contributions to cultural theory, including Culture and Society, The Long Revolution, Keywords and Marxism and Literature.Menter also examines how Williams' life shaped his understanding of education including his early involvement in adult education and his deeply ambivalent relationship with the academy.Public education is positioned as a key arena of social struggle where decisions shaping the nature of our futures and crucial to creating a democratic and just society.The book includes a foreword by Michael Apple who is John Boscom Professor Emeritus of Curriculum and Instruction at the University of Wisconsin–Madison, USA, which makes reference to the importance of Williams' work in relation to education in the USA.
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Learning Jazz : Jazz Education, History, and Public Pedagogy
Learning Jazz: Jazz Education, History, and Public Pedagogy addresses a debate that has consumed practitioners and advocates since the music's early days.Studies on jazz learning typically focus on one of two methods: institutional education or the kinds of informal mentoring relationships long associated with the tradition.Ken Prouty argues that this distinction works against a common identity for audiences and communities.Rather, what happens within the institution impacts—and is impacted by—events and practices outside institutional contexts. While formal institutions are well-defined in educational and civic contexts, informal institutions have profoundly influenced the development of jazz and its discourses.Drawing on historical case studies, Prouty details significant moments in jazz history. He examines the ways that early method books capitalized on a new commercial market, commandeering public expertise about the music.Chapters also discuss critic Paul Eduard Miller and his attempts to develop a jazz canon, as well as the disconnect between the spotlighted "great men" and the everyday realities of artists.Tackling race in jazz education, Prouty explores the intersections between identity and assessment; bandleaders Stan Kenton and Maynard Ferguson; public school segregation; Jazz at Lincoln Center; and more.He further examines jazz’s "public pedagogy," and the sometimes-difficult relationships between "jazz people" and the general public.Ultimately, Learning Jazz posits that there is room for both institutional and non-institutional forces in the educational realm of jazz.
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Philosophy of Education : Thinking and Learning Through History and Practice
Written for masters courses in which most students are already practicing teachers, this book is based on three structural principles. A grasp of the philosophy of education must deliver some familiarity with the high points of its history;The most general issues that a philosophy of education seeks to address concern the questions why, how, by or for whom, about what, where, and when education should be undertaken.The questions comprise the goals, methods, content, stakeholders, occasions, and locations of education.The philosophy of education is a normative enterprise that seeks to identify and justify general principles on the basis of which educational practitioners may answer such questions in their own policies and practices. A reliable approach to the philosophy of education has to be systematic.General educational principles are necessarily related to ideas about other matters to which individuals or whole societies subscribe.Specifically, they are related to ideas about reality generally, knowledge, human nature and experience, society, and the state.A systematic philosophy of education examines basic educational questions and principles in relation to these broader topics. The book is divided into two parts. Part I is historically oriented, and it consists of four chapters that introduce the reader to four of the most influential figures in the history of philosophical thinking about education: Plato, Jean-Jacques Rousseau, John Dewey, and Paolo Freire.Each chapter deals with one of the figures, and more specifically, with one text of each author: Plato’s Republic, Rousseau’s Emile, Dewey’s Democracy and Education, and Freire’s Pedagogy of the Oppressed.Education is the focus of each of these books, and in each case its author explores the basic philosophical questions related to education in a systematic way, which is to say by relating the discussions of education to broader analyses of reality, knowledge, philosophical anthropology, and socio-political matters. Each chapter guides the reader through the text, with an emphasis on the educational principles advanced and their relation to more general philosophical issues.There are three advantages for the reader having read these four chaptersShe will have a sense of the details of four of the most important texts in the history of Western philosophy of education;She will have a clearer idea of what it means to do a systematic philosophy of education, and what some of the historically available conceptual options are; andShe will be primed for the more direct approach to the relevant issues in Part II. Part II is an undertaking in the systematic philosophy of education that identifies and justifies general conceptions of reality, knowledge, society, and the state, and articulates educational principles that may be advanced in relation to them.There are three chapters in Part II. The first, Chapter 5 of the book, identifies the general educational problems that we would want a systematic philosophy of education to address.These concern the issues of goals, content, method, stakeholders, occasions, and locations, that the reader would have already encountered in Part I.Chapter 6 proposes and justifies responses to metaphysical and epistemological questions, and questions of human experience generally, that may plausibly underlie educational principles.It goes on to articulate the educational principles that are consistent with the general philosophical conceptions that have been proposed and for which some justification has been offered.The underlying philosophical tradition from which this analysis emerges is pragmatic naturalism, and so it has a certain Deweyan flavor.Chapter 7 follows the same structure, but with a focus on philosophical issues related to social and political questions, and on the educational principles that they suggest, in fact in some cases imply. The book’s Conclusion provides a brief overview and summary of the educational principles that seem most consistent with the philosophical analyses of the preceding two chapters.The point is not to offer the reader ideas with which she should agree, since in the best philosophical thinking disagreement is always possible.The point is to help the reader to understand what it is to do the philosophy of education, and to provide a model for her own thinking about basic educational questions. A reader who completes the book will have achieved several pedagogically and philosophically useful results:An exposure to some of the more profound moments in the history of philosophical thinking about education;The details of the systematic philosophy of education of Plato, Rousseau, Dewey, Freire, and the author;The analytic experience and background conceptual material that will enable her to think carefully and reflectively about educational principles, policies, and practices as they present themselves in her educational activities.
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What are electricity and high culture history?
Electricity history refers to the development and use of electricity as a form of energy, including the discovery of electricity, the invention of electric devices, and the establishment of electrical systems. High culture history, on the other hand, refers to the history of cultural and artistic achievements that are considered to be of high quality and sophistication, such as classical music, literature, fine arts, and theater. Both electricity and high culture history have evolved over time, shaping the way we live and appreciate the world around us.
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What are the offerings in the learning areas of language and speaking and aesthetic education?
In the learning area of language and speaking, students are offered a variety of courses that focus on developing communication skills, such as public speaking, debate, and creative writing. These courses help students improve their ability to express themselves effectively and confidently. In aesthetic education, students have the opportunity to explore various forms of art, music, and theater. They can take classes in visual arts, music theory, dance, and drama, allowing them to appreciate and create art in different mediums. These offerings in both language and speaking and aesthetic education help students develop important skills in communication, creativity, and self-expression.
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What are the offerings in the learning areas of language and speech and aesthetic education?
In the learning area of language and speech, offerings typically include courses in linguistics, literature, communication, public speaking, and foreign languages. Students may also have the opportunity to participate in language immersion programs, language clubs, and writing workshops to enhance their language skills. In aesthetic education, offerings often include courses in art history, music appreciation, theater, dance, and visual arts. Students may engage in hands-on activities such as painting, sculpting, acting, or playing musical instruments to develop their artistic abilities. Aesthetic education also encourages critical thinking and creativity through the exploration of different forms of artistic expression.
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What is the difference between low culture and high culture in history?
Low culture refers to the cultural activities and products that are considered to be more common, popular, and easily accessible to the general public. This can include things like popular music, television shows, and mass-produced literature. On the other hand, high culture refers to the cultural activities and products that are considered to be more refined, sophisticated, and often associated with the elite or educated classes. This can include things like classical music, fine art, and literature that is considered to be more intellectually challenging. The distinction between low and high culture has been a source of debate and has evolved over time, but it generally reflects the social and class divisions within a society.
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Intercultural Learning in Language Education and Beyond : Evolving Concepts, Perspectives and Practices
This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram's pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond.The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways.The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.
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Intercultural Learning in Language Education and Beyond : Evolving Concepts, Perspectives and Practices
This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram's pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond.The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways.The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.
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Language, Culture, and Education : Challenges of Diversity in the United States
Exploring language, culture and education among immigrants in the United States, this volume discusses the range of experiences in raising children with more than one language in major ethno-linguistic groups in New York.Research and practice from the fields of speech-language pathology, bilingual education, and public health in immigrant families are brought together to provide guidance for speech-language pathologists in differentiating language disorders from language variation, and for parents on how to raise their children with more than one language.Commonalities among dissimilar groups, such as Chinese, Korean, and Hispanic immigrants are analyzed, as well as the language needs of Arab-Americans, the home literacy practices of immigrant parents who speak Mixteco and Spanish, and the crucial role of teachers in bridging immigrants' classroom and home contexts.These studies shed new light on much-needed policy reforms to improve the involvement of culturally and linguistically diverse families in decisions affecting their children's education.
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Developing Intercultural Perspectives on Language Use : Exploring Pragmatics and Culture in Foreign Language Learning
Many language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent.This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited.This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use.The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.
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What could be a bachelor thesis topic in the field of history education and memory culture?
A potential bachelor thesis topic in the field of history education and memory culture could be exploring the impact of textbooks on shaping collective memory of historical events. This could involve analyzing how different countries present and interpret the same historical event in their textbooks, and the implications this has on students' understanding and perception of history. Another possible topic could be investigating the role of museums and memorials in preserving and transmitting historical memory, and how they contribute to shaping public perceptions of the past. Additionally, a thesis could focus on the effectiveness of teaching methods in history education in fostering critical thinking and empathy towards different historical perspectives.
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What is the relationship between education and culture?
Education and culture are closely intertwined as education plays a significant role in shaping and transmitting cultural values, beliefs, and practices. Education systems often reflect the cultural norms and values of a society, while also influencing and shaping them. Through education, individuals learn about their own culture as well as other cultures, fostering understanding, tolerance, and appreciation for diversity. Ultimately, education can help preserve and promote cultural heritage while also facilitating cultural exchange and adaptation in an increasingly globalized world.
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How can I quickly learn Indian culture and language?
To quickly learn Indian culture and language, you can start by immersing yourself in Indian media such as movies, music, and TV shows. This will help you familiarize yourself with the language and cultural nuances. Additionally, finding a language exchange partner or taking language classes can help you improve your language skills. Engaging with the local Indian community, attending cultural events, and trying traditional Indian cuisine can also provide valuable insights into the culture. Finally, being open-minded, respectful, and curious about the culture will help you learn and adapt more quickly.
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Why is history education important in school?
History education is important in school because it provides students with a deeper understanding of the world around them. By learning about past events, students can gain insight into the causes and effects of historical events, as well as develop critical thinking and analytical skills. Additionally, studying history helps students to appreciate the diversity of human experiences and cultures, and to understand the complexities of the present by examining the past. Ultimately, history education helps students to become informed and engaged citizens who can contribute to a more just and equitable society.
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