Products related to Community:
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Employing Community-Based Experiential Learning in Teacher Education
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices.It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses.This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers.Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes.In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning.These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
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Serving Aristocracy : Negotiation, Learning, and Mobility in an Early Modern Knowledge Community
Serving Aristocracy is the history of social negotiation and mobility in an early modern knowledge community, centred on the aristocratic De la Gardie family and their sphere of manors and estates in seventeenth-century Sweden. Focusing on underprivileged women and men and the knowledge community that shaped their interactions, social negotiations, and mobility, this book documents ordinary people’s lives and work in an aristocratic sphere.It uses the De la Gardie bureaucracy’s meticulous records to full effect, charting servants’ experiences, learning, and agency.The unique collection of petitions provides an invaluable insight into how servants viewed their own backgrounds, personal predicaments, and hopes for the future, and how they negotiated their work and wage.It reveals the aristocratic estate organisation not only as a workplace, but also as a training ground where knowledge circulation was as fundamental as socialisation, social negotiation, and networking.At the same time, Serving Aristocracy exposes the flaws in the aristocratic mindset: the De la Gardies’ organisation was hierarchical, paternalistic, and feudal, and employees were forced to live at the mercy of their masters. This is the ideal resource for students and scholars interested in knowledge, mobility, and agency in an early modern aristocratic work sphere.
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Higher Education in a Globalising World : Community Engagement and Lifelong Learning
This book focuses on current policy discourse in Higher Education, with special reference to Europe.It discusses globalisation, Lifelong Learning, the EU’s Higher Education discourse, this discourse’s regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future.It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term ‘community’ itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities.It then provides an analysis of an ‘on the ground project’ in University community engagement, before suggesting signposts for further action at the level of policy and provision. This book is relevant to United Nations Sustainable Development Goal 4, Quality education -- .
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Community and Heritage Languages Schools Transforming Education : Research, Challenges, and Teaching Practices
This edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts.Covering research and practice, the contributors survey the global landscape of community and heritage language schools and explore new developments in the field to understand the challenges the schools face and discuss the impact they have on their students and surrounding communities.Chapters address key topics including language development, academic achievement, professional development, learner identity and agency, online learning and teaching disruptions.Contributors highlight learners’ voices throughout, with special attention to overlooked minority language communities and Indigenous voices. Through this wealth of thorough and insightful analysis, the contributors of this book position students of community/heritage languages schools as citizens of a plurilingual world who are central to global change.Abounding with original research, innovative ideas and cutting-edge teaching practices, this book is ideal for courses on multilingualism and language and culture.
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Is a community college a continuing education college?
No, a community college is not the same as a continuing education college. Community colleges typically offer a wider range of academic programs, including associate degrees and transfer programs to four-year universities, in addition to continuing education courses. Continuing education colleges, on the other hand, primarily focus on providing non-credit courses and professional development opportunities for adult learners looking to enhance their skills or pursue personal interests.
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What contribution does philosophy education make to learning about morality?
Philosophy education plays a crucial role in helping individuals explore and understand different ethical theories and perspectives on morality. By engaging with philosophical texts and debates, students are encouraged to think critically about moral issues, develop their own ethical reasoning skills, and reflect on their values and beliefs. This process of philosophical inquiry can deepen one's understanding of complex moral dilemmas, foster empathy and open-mindedness, and ultimately contribute to the development of a more informed and ethical decision-making process.
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Is the LGBTQ community only one level below the furry community?
It is not accurate to categorize the LGBTQ community as being one level below the furry community. The LGBTQ community represents individuals with diverse sexual orientations and gender identities, advocating for equality and acceptance. On the other hand, the furry community consists of individuals who are interested in anthropomorphic animal characters and often participate in activities like creating artwork or dressing up in costumes. Both communities are distinct and should not be compared in terms of hierarchy.
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What are community games?
Community games are games that are organized and played within a specific community or group of people. These games are often informal, inclusive, and focused on bringing people together for fun and social interaction. Community games can range from traditional sports like soccer or basketball to more creative and unique activities like scavenger hunts or talent shows. The main goal of community games is to promote teamwork, communication, and a sense of belonging among participants.
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Teaching Community : A Pedagogy of Hope
Ten years ago, bell hooks astonished readers with Teaching to Transgress: Education as the Practice of Freedom.Now comes Teaching Community: A Pedagogy of Hope - a powerful, visionary work that will enrich our teaching and our lives.Combining critical thinking about education with autobiographical narratives, hooks invites readers to extend the discourse of race, gender, class and nationality beyond the classroom into everyday situations of learning. bell hooks writes candidly about her own experiences.Teaching, she explains, can happen anywhere, any time - not just in college classrooms but in churches, in bookstores, in homes where people get together to share ideas that affect their daily lives.In Teaching Community bell hooks seeks to theorize from the place of the positive, looking at what works.Writing about struggles to end racism and white supremacy, she makes the useful point that "No one is born a racist.Everyone makes a choice." Teaching Community tells us how we can choose to end racism and create a beloved community. hooks looks at many issues-among them, spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students.Spirit, struggle, service, love, the ideals of shared knowledge and shared learning - these values motivate progressive social change.Teachers of vision know that democratic education can never be confined to a classroom.Teaching - so often undervalued in our society -- can be a joyous and inclusive activity. bell hooks shows the way. "When teachers teach with love, combining care, commitment, knowledge, responsibility, respect, and trust, we are often able to enter the classroom and go straight to the heart of the matter, which is knowing what to do on any given day to create the best climate for learning."
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Knowledge in Context : Representations, Community and Culture
In this classic edition of her groundbreaking text Knowledge in Context, Sandra Jovchelovitch revisits her influential work on the societal and cultural processes that shape the development of representational processes in humans. Through a novel analysis of processes of representation, and drawing on dialogues between psychology, sociology and anthropology, Jovchelovitch argues that representation, a social psychological construct relating Self, Other and Object-world, is at the basis of all knowledge.Exploring the dominant assumptions of western conceptions of knowledge and the quest for a unitary reason free from the ‘impurities’ of person, community and culture, Jovchelovitch recasts questions related to historical comparisons between the knowledge of adults and children, ‘civilised’ and ‘primitive’ peoples, scientists and lay communities and examines the ambivalence of classical theorists such as Piaget, Vygotsky, Freud, Durkheim and Lévy-Bruhl in addressing these issues.Featuring a new introductory chapter, the author evaluates the last decade of research since Knowledge in Context first appeared and reassesses the social psychology of the contemporary public sphere, exploring how challenges to the dialogicality of representations reconfigure both community and selfhood in this early 21st century.This book will make essential reading for all those wanting to follow debates on knowledge and representation at the cutting edge of social, cultural and developmental psychology, sociology, anthropology, development and cultural studies.
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Co-Learning in Higher Education : Community Wellbeing, Engaged Scholarship, and Creating Futures
Co-Learning in Higher Education addresses topics critical to the future of higher education: the wellbeing of communities, engagement of scholars supporting new generations of social activists, and the renewal and expansion of educational and career pathways.It develops a theory of co-learning that engages students and professors across generations in partnerships with community organizations, schools, and corporations that solve emerging social and environmental challenges.Collaboratively written cases discuss community projects, engaging pedagogies, and action research projects.These co-cases demonstrate the power of using critical pedagogies and social action within troubling contexts, rather than assuming public policy changes are the only solution.Contributors explore mentoring, discuss pedagogies that promote community wellbeing and equity, address the urgency of change in universities, and reflect on the implications of this chaotic period for empowering social agency among youth in rising generations.This is a timely volume for scholars and students in higher education and educational policy.
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Higher Education, Community Connections and Collaborations
This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings.It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this.By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development.The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies.While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.
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In which Christian community convention is the most faithful teaching of the Bible conveyed?
The most faithful teaching of the Bible is conveyed in various Christian communities that prioritize the study and interpretation of scripture, prayer, and living out the teachings of Jesus Christ. Different Christian denominations and traditions may have varying interpretations and emphases, but the key is to seek a community that values the authority of the Bible and seeks to live out its teachings in love and obedience to God. Ultimately, the most faithful teaching of the Bible is conveyed in a community that seeks to follow Jesus and live according to the principles of love, grace, and truth found in scripture.
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What is the difference between a household community and a community of need?
A household community refers to a group of people who live together in a shared physical space, such as a family or a group of roommates. On the other hand, a community of need is a group of individuals who come together based on a common need or challenge they are facing, such as a support group for individuals dealing with addiction or a community organization providing assistance to those experiencing homelessness. While a household community is based on shared living arrangements, a community of need is based on shared experiences or circumstances that require support and assistance from others.
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What is the difference between a household community and a community of needs?
A household community typically refers to a group of people living together in a shared residence, such as a family or group of roommates. This type of community is based on shared living arrangements and often involves emotional connections and shared responsibilities within the household. On the other hand, a community of needs is a group of individuals who come together based on a common need or interest, such as a support group or advocacy organization. This type of community is focused on addressing specific needs or goals, rather than shared living arrangements.
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Is this wisdom teaching correct?
Wisdom teachings are subjective and can vary depending on individual beliefs and perspectives. It is important to consider the context and source of the teaching before determining its correctness. It is advisable to critically analyze the teaching, reflect on its relevance to your own life, and consider seeking guidance from trusted sources or mentors to gain a well-rounded understanding. Ultimately, the correctness of a wisdom teaching is a personal interpretation that may resonate differently with each individual.
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