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Published by Cambridge University Press, 2013
ISBN 10: 1107627982 ISBN 13: 9781107627987
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Published by Policy Press 2023-01-16, 2023
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Taschenbuch. Condition: Neu. Dissenting Fictions | Investigating the Literacy Practices of Gay Men | Mark Vicars | Taschenbuch | Englisch | VDM Verlag Dr. Müller | EAN 9783639152104 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.
Language: English
Published by Cambridge University Press CUP, 2013
ISBN 10: 1107627982 ISBN 13: 9781107627987
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Language: English
Published by Cambridge University Press, 2013
ISBN 10: 1107627982 ISBN 13: 9781107627987
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Language: English
Published by Cambridge University Press, 2013
ISBN 10: 1107627982 ISBN 13: 9781107627987
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Language: English
Published by Cambridge University Press, 2013
ISBN 10: 1107627982 ISBN 13: 9781107627987
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paperback. Condition: Very Good. Very Good. Dust Jacket may NOT BE INCLUDED.CDs may be missing. SHIPS FROM MULTIPLE LOCATIONS. book.
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Taschenbuch. Condition: Neu. Storying Pedagogy as Critical Praxis in the Neoliberal University | Encounters and Disruptions | Mark Vicars (u. a.) | Taschenbuch | xv | Englisch | 2024 | Springer | EAN 9789819942480 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.
Language: English
Published by Springer Nature Singapore, Springer Nature Singapore, 2023
ISBN 10: 9819942454 ISBN 13: 9789819942459
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Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.
Language: English
Published by Springer, Palgrave Macmillan, 2024
ISBN 10: 9819942489 ISBN 13: 9789819942480
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines how teaching and learning and teacher and student identities are being reframed in higher education by neoliberal policies and practices. It shares how teachers perform teaching and learning duties in relation to prescribed institutional policies and how teachers insert dissonant pedagogies as a critical practice.The book explores narrative pedagogy as a disruptive presence and a space for critique. It interrogates personal/professional experience of educational systems that present educators juggling complexity and meeting competing demands to make learning meaningful for students. Each contribution will act as a counterpoint and provide a synoptic method for comparison. The book re-constructs meaning from the generic narrative of the public face of education, which homogenizes and diminishes collective understandings of teachers and teaching. This book provides a contemporary account of the social realities experienced within the higher education classroom across the globe.
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Language: English
Published by VDM Verlag Dr. Müller, 2009
ISBN 10: 3639152107 ISBN 13: 9783639152104
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Kartoniert / Broschiert. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: Vicars MarkMark Vicars is a Senior Lecturer in Literacy at Victoria nUniversity, Melbourne. As a teacher educator he is committed to nissues of social and educational inclusion. His research is nfocused on the ways in which individua.
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