Teaching to Transform Learning

Erscheinungsjahr 2024
ISBN: 978-1-009-01123-5
Verlag: Cambridge University Press

Buch, Englisch, 314 Seiten, Format (B × H): 203 mm x 254 mm, Gewicht: 677 g

Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education provides a foundational discussion of a range of teaching and learning strategies aiming to engage all learners by embracing their lived experiences, histories, contexts and identities. Section one outlines concepts that frame and underpin approaches to pedagogy that are inclusive of and engage all learners. These concepts include exploring Indigenous ways of knowing, being and doing; traversing identities in the school, self and system; and understanding culturally and religiously responsive pedagogies. Section two builds on these concepts and presents contemporary approaches to engage all learners, with a focus on visual art and body-based learning, nature-based approaches and learning outside of the classroom. Section three emphasises empowering strategies for skill development and futures thinking for all students, focusing on citizenship education, transdisciplinary inquiry and flipping constructivist pedagogies to better enable depth and breadth of student learning.

Autoren/Hrsg.

Green, Deborah

Price, Deborah

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Introduction. Understanding the learner to inform enabling pedagogical approaches to transform learning Deborah Green and Deborah Price; Section 1. Pedagogies for all; 1. Aboriginal pedagogies: exploring indigenous ways of knowing, being and doing Karen Sinclair; 2. Making lifeworld connections through Critical Pedagogies Sarah Hattam, Philippa Marsh and Helen Ovsienko; 3. Culturally Responsive Pedagogies: learners as assets Deborah Green, Deborah Price and Reem Musa; 4. Traversing identities: navigating the self, school and system for culturally responsive pedagogies Alison Grove O'Grady and Yasodai Selvakumaran; 5. Toward Culturally and Religiously Responsive Pedagogy Dylan Chown, Nadeem A. Memon and Asma Ahmed; 6. Enabling pedagogy and critical teaching approaches in diverse learning contexts Sarah Hattam, Tanya Weiler and Sharron King; 7. Pedagogy of Hospitality Tracey Price; Section 2. Engaging pedagogies: making curriculum come alive for all learners; 8. Redesigning pedagogy for transformation: creative body-based learning Katie Dawson, Robyne Garrett and Belinda MacGill; 9. Building transformative classrooms through Visual and Creative Body-based Learning Design Katie Dawson, Belinda MacGill and Beth Link; 10. Co-constructed Early Childhood Pedagogies Jamie Sisson; 11. Strength-based, learner-centred pedagogies: the voice of learners in co-creation and co-design Deborah Green, Deborah Price and Sarah Quinn; 12. Pedagogy Informed by Community Expertise Stephen Corrie and Philippa Marsh; 13. Nature based approaches enhancing experiential learning Catherine McCluskey, Coral Campbell and Chris Speldewinde; 14. Beyond the Four Walls Deana Fountain; Section 3. Empowering pedagogies: 21st century skill development and 22nd century futures thinking; 15. Understanding the World through Transdisciplinary Inquiry David Secomb; 16. Citizenship education: a relational approach Andrew Peterson and Grace Emanuele; 17. Flipping constructivist pedagogies to enable the equal intensity of depth and breadth in learning Gavin Hays.

Über Autor(innen)

Price, Deborah
Dr Deborah Price is Research Degrees Coordinator and Senior Lecturer Inclusive Education and Wellbeing at the University of South Australia (UniSA) Education Futures. She is an Executive member and Partnerships Portfolio Lead for the UniSA Centre for Research in Educational and Social Inclusion (CRESI). Her educational research focuses on: Inclusive Education; Disability; Educator and Learner Wellbeing; Social Justice; Culturally and Religiously Responsive Pedagogy; Curriculum; Teacher Education; Bullying and Cyberbullying; Youth Studies and Voice; Capabilities and Strengths-Based approaches; Codesign, Inquiry and Participatory Action Based Research. Currently she is President of the Australian Curriculum Studies Association (ACSA) and further details can be found at https://people.unisa.edu.au/Debbie.Price.

Green, Deborah
Dr Deborah Green is Program Director: Bachelor of Primary Education (Honours) and Senior Lecturer: Humanities and Social Science Education at the University of South Australia. Her research projects address persistent bullying, cyberbullying, turning points, resilience, inclusive education, and disability studies. She is an active member of the Centre for Research in Educational and Social Inclusion (CRESI), Executive Secretary and Committee member of Social and Citizenship Education Association of Australia Inc. and Executive Secretary of HaSS SA.