Waghid Yusef (799 results)

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paperback. Condition: Very Good. Peter Lang, NY, c.2011, 1st.trade paperbk.prtg., 142pp., NF $.

Paperback. Condition: New. A Reader in Philosophy of Education attempts to deepen and widen the philosophical thinking of its readership in and about education. At the same time, it encourages an epistemologically rich understanding of education that is infused with different philosophies of education. Each of these gives readers an entry into the nature of education and maximises a many-sided understanding of educational problems encountered in society by means of rupture as well as consensus. The authors examine some of the primary genres of philosophy of education: critical realism; hermeneutics; phenomenology; critical theory; pragmatism; post-structuralism; rationality; Islamic education; Buddhism; Confucianism; African philosophy of education.…

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Paperback or Softback. Condition: New. Philosophical, Educational, and Moral Openings in Doctoral Pursuits and Supervision: Promoting the Values of Wonder, Wander, and Whisper in African Hi. Book.

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Paperback. Condition: New. This timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education.Written by one of the foremost academics in the field, the book combines the normative philosophical, educational, and moral notions of wonder, wander, and whisper with academic life and studies, focusing on doctoral work and supervision not just as cognitive or scientific processes, but also as existential, ethical, and political shaping of the self. By reflecting on three decades of doctoral supervision, the author gives an account of how his students have been initiated into moral discourses of democratic citizenship education and the intellectual adventures they have embarked upon through scholarly texts. The book also presents itself as a decolonial venture that repositions and resituates doctoral education in resistance to the hegemony of colonisation, inhumanity, inequality, unfreedom, and injustice in Southern Africa.Ultimately arguing for the relevance of wonder, wander, and whisper in academic culture, the book will appeal to scholars, researchers, and postgraduates in the fields of higher education, philosophy of education, and sociology of education as well as African education and doctoral studies more broadly.…

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Paperback. Condition: New. Political and social expectations are often stymied and distorted by individual and communal identities-creating vastly incongruent and unrelated lived experiences, often within the same context. Democratic Education as Inclusion explores how the existence and enactments of diversity continue to present ubiquitous epicenters of misreading, misrecognition, and missed opportunities for peaceful co-existence-whether in established, or nascent democracies. Nuraan Davids and Yusef Waghid study how the public sphere has never held the same meaning to all individuals or groups. As such, there are deep implications for differentiated experiences of citizenship, between those who are included in the center of the sphere, and those who are excluded on the margins. This book explains the dyadic relationship between inclusion and exclusion and how it is not limited to the public sphere, or to broader conceptions of democratic citizenship. It is as apparent in educational settings, presenting under-explored complexities not only for teaching and learning, but for the life experiences of participants in teaching-learning. Often the foundational norms put into place during educational initiations become the primary determinants of how young people conceive of themselves as citizens, and how they conceive of themselves in relation to others.…

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Paperback. Condition: New. Education, Assessment, and the Desire for Dissonance aims to address the contentious practice of assessment in schools and universities within a poststructuralist educational paradigm. Within the theoretical paradigm of Foucault's (1994) notions of governmentality, subjectification and dissonance, the book examines why, through which and in which ways (how) educational assessment should unfold considering the challenges of globalized and cosmopolitan dimensions of educational change that have beset educational institutions. Waghid and Davids show how conceptual derivatives of Foucauldian governmentality, in particular the notions of power, panopticon and surveillance, dispositive, freedom and resistance-as relational concepts-affect assessment in universities and schools. The authors argue why universities and schools cannot be complacent or non-responsive to current understandings and practices of assessment. In the main, the authors contend that a Foucauldian notion of powerful, subjectified and dissonant assessment can, firstly, be extended to an Agambenian (2011) notion of a profane, denudified and rhythmic form of assessment; and secondly, be enhanced by a Derridian (1997) idea of friendship that bridges a Foucauldian view of governmental assessment with an Agambenian view of ethical assessment. Friendship allows people to act responsibly towards one another-that is, teachers and students acting responsibility towards one another-and resonates with an ongoing pursuit of rhythmic assessment practices. Such a form of assessment opens up an attentiveness to the incalculable and unexpected encounters that bear the responsibility of acting with one another. The authors conclude that an assessment with teaching and learning can transcend the limitations of an assessment of learning and an assessment for learning. …

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