Pupil Management and Emerging Democratic Voices
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| Titel: | Pupil Management and Emerging Democratic Voices |
|---|---|
| Autoren: | Thomas, Andrew |
| Verlagsinformationen: | Oxford: Taylor & Francis; Routledge, 2025. |
| Publikationsjahr: | 2025 |
| Bestand: | Books Imported or submitted locally |
| Original Material: | Ostfold University College 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb |
| Schlagwörter: | Pedagogical knowledge, Inclusive Education, Pupil data, Teaching for democracy, Philosophy of education, Assessment, Freedom, Pedagogy, Liberation, Critical Education, Brain plasticity, Government, Management, Self-direction, Self-regulation, Autonomy, Educational screening, Teaching skills and techniques, Primary and middle schools, Education: examinations and assessment, Teacher training, Philosophy of science, Moral and social purpose of education, Educational strategies and policy, Philosophy |
| Beschreibung: | This book addresses the distance between contemporary philosophical critiques of education and the classroom context by applying new insights from social philosophy, neurology and historical analysis to common school practices. Critiquing contemporary academic and political debates concerning the use, and misuse, of assessment tools, psychometric testing and classroom management on pupils, this book looks in detail at the consequences of such practices for pupil management and the nurturing of their emerging democratic voices and sense of independence. This book explores these practices in the context of broader social phenomena such as the state of exception, management for legibility, self‑regulation, governmentality and epidemiology. Chapters link critical and philosophical considerations about politics, administration and the brain to real‑world classroom realities and everyday educational activities, forming an important contribution to the wider discourse on learning and inclusion in contemporary school systems. Bringing philosophical and historical insights to bear on the concrete practices of educational life, this book will be of interest to scholars, researchers and postgraduate students in the field of philosophy of education as well as schooling, classroom practice, and pedagogy and didactics more broadly. |
| Contents Note: | ... |
| Publikationsart: | book |
| Dateibeschreibung: | application/pdf |
| Sprache: | English |
| ISBN: | 978-1-04-043041-5 978-1-03-291535-7 978-1-04-043043-9 978-1-00-356377-8 1-04-043041-4 1-03-291535-8 1-04-043043-0 1-00-356377-5 |
| Relation: | Routledge International Studies in the Philosophy of Education |
| DOI: | 10.4324/9781003563778 |
| Zugangs-URL: | https://library.oapen.org/handle/20.500.12657/104948 |
| Rights: | URL: https://creativecommons.org/licenses/by-sa/4.0 |
| Anmerkungen: | ONIX_20250804T131701_9781040430415_5 https://library.oapen.org/handle/20.500.12657/104948 |
| Dokumentencode: | edsoap.20.500.12657.104948 |
| Datenbank: | OAPEN Library |
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Nájsť tento článok vo Web of Science | Abstract: | This book addresses the distance between contemporary philosophical critiques of education and the classroom context by applying new insights from social philosophy, neurology and historical analysis to common school practices. Critiquing contemporary academic and political debates concerning the use, and misuse, of assessment tools, psychometric testing and classroom management on pupils, this book looks in detail at the consequences of such practices for pupil management and the nurturing of their emerging democratic voices and sense of independence. This book explores these practices in the context of broader social phenomena such as the state of exception, management for legibility, self‑regulation, governmentality and epidemiology. Chapters link critical and philosophical considerations about politics, administration and the brain to real‑world classroom realities and everyday educational activities, forming an important contribution to the wider discourse on learning and inclusion in contemporary school systems. Bringing philosophical and historical insights to bear on the concrete practices of educational life, this book will be of interest to scholars, researchers and postgraduate students in the field of philosophy of education as well as schooling, classroom practice, and pedagogy and didactics more broadly. |
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| ISBN: | 9781040430415 9781032915357 9781040430439 9781003563778 1040430414 1032915358 1040430430 1003563775 |
| DOI: | 10.4324/9781003563778 |