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- Publisher: Information Age Publishing
- Year: 2008
- Pages: 324
- ISBN-10: 1593116713
- ISBN-13: 9781593116712
- Format: 15.6 x 23.4 x 1.9 cm, hardcover
- Language: English
- SAVE -10% with code: EXTRA
Unsettling Beliefs (e-book) (used book) | bookbook.eu
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A volume in International Social Studies Forum: The Series Series Editors Richard Diem, University of Texas at San Antonio and Jeff Passe, University of North Carolina, Charlotte This volume explores issues involved with teaching social theory to preservice teachers pursuing degrees through teacher education programs and experienced teachers and administrators pursuing graduate degrees. The contributors detail their experiences teaching theoretical perspectives regarding race, gender, ethnicity, sexuality, power, and the construction of schools as an institution of the state. The editors and contributors hope to offer the beginning of a colleagial dialogue within the field of education (both inside and outside the academy) about the relevance and pedagogical issues associated with such material. Additionally, the contributors offer advice on missteps to avoid and provide success stories that give hope to those who also wish to engage in the practice of teaching theory to teachers.
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- Publisher: Information Age Publishing
- Year: 2008
- Pages: 324
- ISBN-10: 1593116713
- ISBN-13: 9781593116712
- Format: 15.6 x 23.4 x 1.9 cm, hardcover
- Language: English English
A volume in International Social Studies Forum: The Series Series Editors Richard Diem, University of Texas at San Antonio and Jeff Passe, University of North Carolina, Charlotte This volume explores issues involved with teaching social theory to preservice teachers pursuing degrees through teacher education programs and experienced teachers and administrators pursuing graduate degrees. The contributors detail their experiences teaching theoretical perspectives regarding race, gender, ethnicity, sexuality, power, and the construction of schools as an institution of the state. The editors and contributors hope to offer the beginning of a colleagial dialogue within the field of education (both inside and outside the academy) about the relevance and pedagogical issues associated with such material. Additionally, the contributors offer advice on missteps to avoid and provide success stories that give hope to those who also wish to engage in the practice of teaching theory to teachers.
Reviews