Isbn: 9781641131780 - power, equity and (re)design: bridging learning and critical theories in learning ecologies for youth (22 risultati)

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Condizione: New. pp. 184.

Condizione: New. pp. 184.

Paperback or Softback. Condizione: New. Power, Equity and (Re)Design: Bridging Learning and Critical Theories in Learning Ecologies for Youth. Book.

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Condizione: New. pp. 184.

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Paperback. Condizione: New. This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. The contributors are emerging scholars who are leading voices working at the intersections of theory and practice for educational equity.Chapters in this volume take up themes of power and equity in the design and redesign of learning opportunities for young people. The chapters show variation in the kinds of learning--from complex ecologies spanning multiple institutions and age groups to specific classroom or after-school spaces. Chapters also vary in the focal ages of participants. Although most discuss experiences of young people between the ages of 12-25, some also explore the learning of elementary age youth. All of the chapters include the authors--who were researchers, designers, teachers, and facilitators--part of the narrative and process of learning. We are especially thankful that the authors of these chapters invite the reader into their thinking process and the tensions and contradictions that emerged as they sought to catalyze transformative learning spaces.…

Condizione: New.

Condizione: New. 2018. paperback. . . . . .

Condizione: New. In English.

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Paperback. Condizione: New.

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Condizione: New. 2018. paperback. . . . . . Books ship from the US and Ireland.

Paperback. Condizione: New. This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. The contributors are emerging scholars who are leading voices working at the intersections of theory and practice for educational equity.Chapters in this volume take up themes of power and equity in the design and redesign of learning opportunities for young people. The chapters show variation in the kinds of learning--from complex ecologies spanning multiple institutions and age groups to specific classroom or after-school spaces. Chapters also vary in the focal ages of participants. Although most discuss experiences of young people between the ages of 12-25, some also explore the learning of elementary age youth. All of the chapters include the authors--who were researchers, designers, teachers, and facilitators--part of the narrative and process of learning. We are especially thankful that the authors of these chapters invite the reader into their thinking process and the tensions and contradictions that emerged as they sought to catalyze transformative learning spaces.…

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Paperback. Condizione: Brand New. 166 pages. 9.50x6.00x0.50 inches. In Stock. This item is printed on demand.

Kartoniert / Broschiert. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. KlappentextrnrnThis volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. The contributors are emerging scholar.…

Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth. The contributors are emerging scholars who are leading voices working at the intersections of theory and practice for educational equity.Chapters in this volume take up themes of power and equity in the design and redesign of learning opportunities for young people. The chapters show variation in the kinds of learning--from complex ecologies spanning multiple institutions and age groups to specific classroom or after-school spaces. Chapters also vary in the focal ages of participants. Although most discuss experiences of young people between the ages of 12-25, some also explore the learning of elementary age youth. All of the chapters include the authors--who were researchers, designers, teachers, and facilitators--part of the narrative and process of learning. We are especially thankful that the authors of these chapters invite the reader into their thinking process and the tensions and contradictions that emerged as they sought to catalyze transformative learning spaces.…