Reimagining the purpose of schools and educational organisations. Developing critical thinking, agency, beliefs in schools and educational organisations.

Sonst. Personen	Montgomery, Anthony (Hrsg.); Kehoe, Ian (Hrsg.)
Titel	Reimagining the purpose of schools and educational organisations. Developing critical thinking, agency, beliefs in schools and educational organisations.
Quelle	Cham; Heidelberg; Dordrecht: Springer (2016), 295 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-319-24697-0; 978-3-319-24699-4
DOI	10.1007/978-3-319-24699-4
Schlagwörter	Erziehung; Bildungsbeteiligung; Soziale Rolle; Schule; Schulsystem; Schulversuch; Schülermitwirkung; Schulerinnerung; Charter School; Lehrer-Schüler-Relation; Schüler; Schulbildung; Multikulturelle Erziehung; Informelles Lernen; Heimlicher Lehrplan; Außerschulisches Lernen; Gerechtigkeit; Reflexion (Phil); Gemeinde (Kommune); Transformation; Berufsausbildung; E-Learning; Organisationsentwicklung; Lebenslanges Lernen; Zukunft; Europäische Union; Griechenland; Großbritannien; Portugal; Rumänien; Südafrika (Staat); USA
Abstract	This book features a diverse set of perspectives all focused towards questioning the role schools actually play in society and, more importantly, the role they could potentially play. Containing papers presented at the 1st International Conference on Reimagining Schooling [Thessaloniki, Greece, June 2013], bringing together international and multi-disciplinary perspectives on the future of education and schools. Combines diverse specialties analyzing schools as organizations and questions the purpose of schools. The book explores the current purpose of schooling and debates what roles and values young people currently learn from schooling. It examines such issues as the impact of Neoliberalism, the pursuit of the socially just school, and imagining contemporary schools beyond their consumerist mentality. Tackling development in the growing economic and social crisis in Europe, and offering transformative analysis of the psychology and decision-making involved for innovating teaching, learning, socio-economic and policy contexts. In addition, the book shows different ways young people can be creatively involved in reimagining schooling. It also details both innovative and radical ideas that currently exist about school transformation such as building learning partnerships for all and creating synergies across formal and informal settings of learning. Raising important questions for the future of the relationship between teacher and pupil and positive and pro-active behavior. There is a growing realization that schools fail to accommodate diverse types of learning and that their purpose is not simply about education. Featuring academics and practitioners from many different disciplines, this book boldly questions the values that currently permeate school walls and suggests ways that schooling itself can be made better. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/3