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| 005 | 20200827110713.0 | ||
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| 037 | _bSpringer | ||
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_a370.1 _223 |
| 049 | _aMAIN | ||
| 100 | 1 |
_aRule, Peter Neville, _eauthor. |
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_aDialogue and boundary learning / _cPeter Neville Rule. |
| 264 | 1 |
_aRotterdam : _bSense Publishers, _c2015. |
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| 264 | 4 | _c�2015 | |
| 300 | _a1 online resource | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 490 | 1 |
_aEducational futures, rethinking theory and practices ; _vv. 66 |
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| 588 | 0 | _aVendor-supplied metadata. | |
| 504 | _aIncludes bibliographical references. | ||
| 505 | 0 | _aForeword: Learning through Dialogue -- Acknowledgements -- List of Tables and Figures -- Introduction -- Part 1: Dialogue: A Genealogy for Education -- Socrates and Dialogue as Vocation -- Introduction -- The Historical Socrates -- Socrates in Dialogue and the Dialogic Socrates -- Dialogue and Dialectic -- Socrates and the Questions of Learning -- Socrates as Educator -- Socrates and Contemporary Education -- Conclusion -- Martin Buber and the Life of Dialogue -- Introduction -- Outline of a Life -- Buber and Dialogue -- Buber the Educator -- Buber?s Dialogic Approach to Education -- Buber?s Continuing Dialogue in Education -- Conclusion -- Mikhail Bakhtin and Ideological Becoming -- Introduction -- Living in Tumultuous Times -- The Question of Bakhtin and Education -- Dialogue, Teaching and Learning -- Authorship and Internally Persuasive Discourse -- Conclusion -- Paulo Freire and Emancipatory Education -- Introduction -- Life -- Key Ideas: Dialogue, Conscientisation, Praxis -- Teaching, Learning and Knowing -- Freire?s Continuing Influence on Education -- Conclusion -- Part 2: Dialogue and Lifelong Education -- Adult Education Projects and Dialogic Space -- Introduction -- Dialogue and Emancipatory Education -- Critiques of a Pedagogy of Dialogue -- Defining Dialogue in Relation to Educational Transformation -- Adult Education Projects as Dialogic Spaces -- The Context of the Tuition Project -- The Case of the Tuition Project -- Apartheid as Anti-Dialogue -- Conditions for Dialogue -- Dialogue, Movement and Common Ground -- Dialogue and?Responsibility? -- Conclusion -- Bakhtin and the Poetics of Pedagogy -- Introduction -- Mikhail Bakhtin: Background and Key Ideas -- Dialogue and Student Development -- Language Types and Pedagogy -- Speech Genres and Dialogic Learning -- A Boundary Pedagogy of Dialogue and Access: Constraints and Challenges -- Conclusion -- Early Childhood Development and Relational Pedagogy -- Introduction -- Context of Research -- Purpose of the Project -- Theoretical Framing -- Methodology -- Findings -- Conclusion -- Bakhtin and Freire: Dialogue, Dialectic and Bound. | |
| 520 | _aIn an increasingly monologic world of war, exploitation and fear of ���the other���, dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. ���This book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out ���authentic��� dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance.��� ��� Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series. | ||
| 546 | _aEnglish. | ||
| 590 |
_aeBooks on EBSCOhost _bEBSCO eBook Subscription Academic Collection - Worldwide |
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| 650 | 0 |
_aLearning _xPhilosophy. |
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_aEducation _xPhilosophy. _0http://id.loc.gov/authorities/subjects/sh85041014 |
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_aDialogue. _0http://id.loc.gov/authorities/subjects/sh85037531 |
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| 650 | 7 |
_aEDUCATION _xEssays. _2bisacsh |
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| 650 | 7 |
_aEDUCATION _xOrganizations & Institutions. _2bisacsh |
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| 650 | 7 |
_aEDUCATION _xReference. _2bisacsh |
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_aDialogue. _2fast _0(OCoLC)fst00892486 |
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_aEducation _xPhilosophy. _2fast _0(OCoLC)fst00902721 |
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_aLearning _xPhilosophy. _2fast _0(OCoLC)fst00994838 |
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| 655 | 4 | _aElectronic books. | |
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_iPrint version: _aRule, Peter Neville. _tDialogue and boundary learning. _d�2015 _z9789463001595 _z946300159X _w(OCoLC)928643698 |
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_aEducational futures ; _vv. 66. _0http://id.loc.gov/authorities/names/no2006116379 |
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