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A critical pedagogy of embodied education[electronic resource] :learning to become an activist /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	370.11/5
書名/作者:	A critical pedagogy of embodied education : learning to become an activist // Tracey Ollis.
作者:	Ollis, Tracey.
出版者:	New York : : Palgrave Macmillan,, 2012.
面頁冊數:	1 online resource (xviii, 242 p.)
標題:	Critical pedagogy.
標題:	Social action - Study and teaching.
標題:	Teaching - Social aspects.
標題:	EDUCATION / General.
標題:	EDUCATION / Non-Formal Education.
標題:	POLITICAL SCIENCE / Civics & Citizenship.
標題:	Kritische P�adagogik.
標題:	EDUCATION / Aims & Objectives
ISBN:	9781137016447 (electronic bk.)
ISBN:	1137016442 (electronic bk.)
書目註:	Includes bibliographical references and index.
內容註:	A Critical Pedagogy of Activism -- Introduction -- Defining Activism -- The 'Accidental Activist' -- Prelude to the Research -- Activist as Researcher -- The Importance of a Book on Activists' Pedagogy -- Central Research Questions -- Book Structure -- Case Study Research -- Introduction -- Qualitative Research -- Phenomenology -- Research as Social Change -- Why are you doing 'Objectivist' Research? -- The Method -- Conclusion -- The Politics of Adult Education -- Introduction -- Popular Education and Radical Adult Education -- Learning through Social Action -- Learning to Think Critically -- Transformative Learning -- Learning to be Radical -- Social Learning -- Learning on the Job -- Identity and Learning -- Postcolonial Theories of Education -- Conclusion -- The Lifelong Activists -- Introduction -- The Lifelong Activists b6 s Biographical Profiles -- Typologies and their Limitations -- Stages and Phases of Learning -- Student Politics -- Developing an Activist Epistemology -- Learning Skills 'on the job' of Activism -- Significant Mentors -- Identity: Learning to become an Activist -- Emotions and Learning -- Spirituality -- Conclusion -- Case Study: Jorge's Story -- Conclusion -- Case Study: Cam Walker's Story -- Conclusion -- Case study: Kerry's Story -- Conclusion -- Conclusion to the Quintain of Aase Studies -- The Circumstantial Activists -- Introduction -- Circumstantial Activists: Biographical Profiles -- Stages and Phases of Learning -- Circumstances and Activism -- Formal Learning -- Developing an Activist Epistemology -- Critical Thinking -- Identity Formation b6 s Learning to become an Activist -- Emotions and Learning -- The Learning Edge -- Religion, Social Justice and Spirituality -- Conclusion -- Case Studies -- Introduction -- Case Study: Terry's story -- Conclusion -- Case Study: Catherine's story -- Conclusion -- Case Study: Tim Forcey's story -- Conclusion -- Case study: Grace's story -- Conclusion -- Embodied Learning -- Introduction -- Learning and the Whole Body: Being There -- Rationalism and Adult Education -- The Junk Category of Practical Knowledge -- Emotions and Activism -- Critical Thinking in Intelligent Bodies -- Conclusion -- Informal and Social Learning -- Introduction -- Social Learning: Communities of Practice -- Apprenticeship Learning: The Role of Mentors -- Learning Community -- Rapid Learning and Circumstantial Activists -- Power and the Social Learning Model -- Learning to 'become' an Activist -- Conclusion -- A Critical Pedagogy of Embodied Education -- Introduction -- The Typology of Lifelong and Circumstantial Activists -- Activists' Stages and Phases of Learning (both groups) -- Differences between Lifelong and Circumstantial Activists -- Facilitating a Critical Pedagogy of Activism a way Forward -- The Intelligent Body -- Freire's Legacy -- A Final Word --.
摘要、提要註:	Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist.
電子資源:	http://www.palgraveconnect.com/doifinder/10.1057/9781137016447

A critical pedagogy of embodied education[electronic resource] :learning to become an activist /
Ollis, Tracey.

A critical pedagogy of embodied educationlearning to become an activist /[electronic resource] :Tracey Ollis. - 1st ed. - New York :Palgrave Macmillan,2012. - 1 online resource (xviii, 242 p.) - Palgrave Macmillan's postcolonial studies in education. - Palgrave Macmillan's postcolonial studies in education..

Includes bibliographical references and index.

A Critical Pedagogy of Activism -- Introduction -- Defining Activism -- The 'Accidental Activist' -- Prelude to the Research -- Activist as Researcher -- The Importance of a Book on Activists' Pedagogy -- Central Research Questions -- Book Structure -- Case Study Research -- Introduction -- Qualitative Research -- Phenomenology -- Research as Social Change -- Why are you doing 'Objectivist' Research? -- The Method -- Conclusion -- The Politics of Adult Education -- Introduction -- Popular Education and Radical Adult Education -- Learning through Social Action -- Learning to Think Critically -- Transformative Learning -- Learning to be Radical -- Social Learning -- Learning on the Job -- Identity and Learning -- Postcolonial Theories of Education -- Conclusion -- The Lifelong Activists -- Introduction -- The Lifelong Activists b6 s Biographical Profiles -- Typologies and their Limitations -- Stages and Phases of Learning -- Student Politics -- Developing an Activist Epistemology -- Learning Skills 'on the job' of Activism -- Significant Mentors -- Identity: Learning to become an Activist -- Emotions and Learning -- Spirituality -- Conclusion -- Case Study: Jorge's Story -- Conclusion -- Case Study: Cam Walker's Story -- Conclusion -- Case study: Kerry's Story -- Conclusion -- Conclusion to the Quintain of Aase Studies -- The Circumstantial Activists -- Introduction -- Circumstantial Activists: Biographical Profiles -- Stages and Phases of Learning -- Circumstances and Activism -- Formal Learning -- Developing an Activist Epistemology -- Critical Thinking -- Identity Formation b6 s Learning to become an Activist -- Emotions and Learning -- The Learning Edge -- Religion, Social Justice and Spirituality -- Conclusion -- Case Studies -- Introduction -- Case Study: Terry's story -- Conclusion -- Case Study: Catherine's story -- Conclusion -- Case Study: Tim Forcey's story -- Conclusion -- Case study: Grace's story -- Conclusion -- Embodied Learning -- Introduction -- Learning and the Whole Body: Being There -- Rationalism and Adult Education -- The Junk Category of Practical Knowledge -- Emotions and Activism -- Critical Thinking in Intelligent Bodies -- Conclusion -- Informal and Social Learning -- Introduction -- Social Learning: Communities of Practice -- Apprenticeship Learning: The Role of Mentors -- Learning Community -- Rapid Learning and Circumstantial Activists -- Power and the Social Learning Model -- Learning to 'become' an Activist -- Conclusion -- A Critical Pedagogy of Embodied Education -- Introduction -- The Typology of Lifelong and Circumstantial Activists -- Activists' Stages and Phases of Learning (both groups) -- Differences between Lifelong and Circumstantial Activists -- Facilitating a Critical Pedagogy of Activism a way Forward -- The Intelligent Body -- Freire's Legacy -- A Final Word --.

Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist.

ISBN: 9781137016447 (electronic bk.)

Source: 580983Palgrave Macmillanhttp://www.palgraveconnect.comSubjects--Topical Terms:

205971
Critical pedagogy.
Index Terms--Genre/Form:

336502
Electronic books.

LC Class. No.: LC196 / .O55 2012

Dewey Class. No.: 370.11/5

A critical pedagogy of embodied education[electronic resource] :learning to become an activist /
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250 $a 1st ed.
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505 0 $a A Critical Pedagogy of Activism -- Introduction -- Defining Activism -- The 'Accidental Activist' -- Prelude to the Research -- Activist as Researcher -- The Importance of a Book on Activists' Pedagogy -- Central Research Questions -- Book Structure -- Case Study Research -- Introduction -- Qualitative Research -- Phenomenology -- Research as Social Change -- Why are you doing 'Objectivist' Research? -- The Method -- Conclusion -- The Politics of Adult Education -- Introduction -- Popular Education and Radical Adult Education -- Learning through Social Action -- Learning to Think Critically -- Transformative Learning -- Learning to be Radical -- Social Learning -- Learning on the Job -- Identity and Learning -- Postcolonial Theories of Education -- Conclusion -- The Lifelong Activists -- Introduction -- The Lifelong Activists b6 s Biographical Profiles -- Typologies and their Limitations -- Stages and Phases of Learning -- Student Politics -- Developing an Activist Epistemology -- Learning Skills 'on the job' of Activism -- Significant Mentors -- Identity: Learning to become an Activist -- Emotions and Learning -- Spirituality -- Conclusion -- Case Study: Jorge's Story -- Conclusion -- Case Study: Cam Walker's Story -- Conclusion -- Case study: Kerry's Story -- Conclusion -- Conclusion to the Quintain of Aase Studies -- The Circumstantial Activists -- Introduction -- Circumstantial Activists: Biographical Profiles -- Stages and Phases of Learning -- Circumstances and Activism -- Formal Learning -- Developing an Activist Epistemology -- Critical Thinking -- Identity Formation b6 s Learning to become an Activist -- Emotions and Learning -- The Learning Edge -- Religion, Social Justice and Spirituality -- Conclusion -- Case Studies -- Introduction -- Case Study: Terry's story -- Conclusion -- Case Study: Catherine's story -- Conclusion -- Case Study: Tim Forcey's story -- Conclusion -- Case study: Grace's story -- Conclusion -- Embodied Learning -- Introduction -- Learning and the Whole Body: Being There -- Rationalism and Adult Education -- The Junk Category of Practical Knowledge -- Emotions and Activism -- Critical Thinking in Intelligent Bodies -- Conclusion -- Informal and Social Learning -- Introduction -- Social Learning: Communities of Practice -- Apprenticeship Learning: The Role of Mentors -- Learning Community -- Rapid Learning and Circumstantial Activists -- Power and the Social Learning Model -- Learning to 'become' an Activist -- Conclusion -- A Critical Pedagogy of Embodied Education -- Introduction -- The Typology of Lifelong and Circumstantial Activists -- Activists' Stages and Phases of Learning (both groups) -- Differences between Lifelong and Circumstantial Activists -- Facilitating a Critical Pedagogy of Activism a way Forward -- The Intelligent Body -- Freire's Legacy -- A Final Word --.
520 $a Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist.
520 $a "Unlike any current publication on social purpose education, this book explores the differences and similarities between two groups of activists: lifelong activists who have been engaged in campaigns and socials movements over many years and circumstantial activists, those protestors who come to activism due to a series of life circumstances. Using empirical research conducted in Australia, Tracey Ollis outlines the pedagogy of activism and the process of learning to become an activist"--Provided by publisher.
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