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Reflexivity and critical pedagogy

Author: Anne Ryan; Tony Walsh
Publisher: Boston : Brill Sense, [2018]
Series: International issues in adult education
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Reflexivity and Critical Pedagogy highlights the essential nature of reflexivity in creating sites for transformative possibilities in education. The book argues that seemingly intractable epistemological inequalities are embedded within educational structures and processes and also contends that perspectives which define knowledge as a unitary truth are essentially inadequate to address current global problems.  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Reflexivity and critical pedagogy
Boston : Brill Sense, [2018]
(DLC) 2018039454
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Anne Ryan; Tony Walsh
ISBN: 9004384502 9789004384507
OCLC Number: 1060183217
Description: 1 online resource.
Contents: Reflexivity and critical pedagogy / Anne Ryan and Tony Walsh --
Discourse : some considerations for the reflexive practitioner / Anne B. Ryan --
Reflexivity and the emotional dimension of adult learning / David McCormack --
Seeing the wood and the trees : expanding the reflexive gaze / Tony Walsh --
Reflexive practice and transformative learning / Anne Ryan and Conor Murphy --
Reflexivity and the pedagogy of surprise / Peter Hussey --
Reflexive learning for active citizenship / Michael Murray --
Negative capability and epiphany moments in reflexive practive / David McCormack --
Stories, reflexivity and the search for meaning / Mary B. Ryan.
Series Title: International issues in adult education
Responsibility: edited by Anne Ryan and Tony Walsh.

Abstract:

Reflexivity and Critical Pedagogy highlights the essential nature of reflexivity in creating sites for transformative possibilities in education. The book argues that seemingly intractable epistemological inequalities are embedded within educational structures and processes and also contends that perspectives which define knowledge as a unitary truth are essentially inadequate to address current global problems. Further, it argues that people and ideas traditionally positioned outside the academy are vital to developing more effective educational interventions. This volume stresses the influence of dominant societal discourses in creating and sustaining particular and limited definitions of knowledge. It also explores their power in delineating acceptable processes of knowledge dissemination. These discourses, whether consciously or otherwise, indwell teachers, learners and policy-makers as well as educational structures and organisations. It proposes reflexivity as the key component needed to combat such forces and one that is an essential ingredient in critical pedagogy.

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