Pedersen Helena Windsor Sally Knutsson (30 results)

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Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days. 213.

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Paperback. Condition: new. Paperback. The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.The chapters in this book were originally published in the journal Educational Philosophy and Theory. The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. The chapters in this book were originally published in the journal Educational Philosophy and Theory. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

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Paperback or Softback. Condition: New. Education for Sustainable Development in the 'Capitalocene' 0.46. Book.

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Paperback. Condition: Brand New. 116 pages. 9.68x6.87x9.69 inches. In Stock.

Paperback. Condition: new. Paperback. The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.The chapters in this book were originally published in the journal Educational Philosophy and Theory. The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. The chapters in this book were originally published in the journal Educational Philosophy and Theory. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condition: new. Paperback. The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.The chapters in this book were originally published in the journal Educational Philosophy and Theory. The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. The chapters in this book were originally published in the journal Educational Philosophy and Theory. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Hardback. Condition: New. New copy - Usually dispatched within 4 working days. 370.

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Hardcover. Condition: new. Hardcover. The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.The chapters in this book were originally published in the journal Educational Philosophy and Theory. The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. The chapters in this book were originally published in the journal Educational Philosophy and Theory. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condition: New. Helena Pedersen is Associate Professor in Education at University of Gothenburg, Sweden. She is author of Schizoanalysis and Animal Science Education (2019) and Animals in Schools (2010). She is co-editor of the Critical Animal Studi.

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Hardcover. Condition: Brand New. 114 pages. 9.69x6.88x0.39 inches. In Stock.

Paperback. Condition: Brand New. 116 pages. 9.68x6.87x9.69 inches. In Stock. This item is printed on demand.

Paperback / softback. Condition: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 526.

HRD. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Hardcover. Condition: Brand New. 114 pages. 9.69x6.88x0.39 inches. In Stock. This item is printed on demand.

HRD. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.The chapters in this book were originally published in the journal Educational Philosophy and Theory.