Suchergebnisse

Foreword - Cindy BerwickThe Teaching the Teachers Story - Nigel ParburyAcknowledgementsContributors1 Why teach Aboriginal Studies? - Rhonda Craven2 Living cultures - Uncle Charles Moran, Uncle Norm Newlin, Terry Mason & Rhoda Roberts3 Misconceptions, stereotypes and racism: Let's face the facts - Rhonda Craven & Kaye Price4 Terra nullius: Invasion and colonization - Nigel Parbury5 A history of special treatment: The impact of government policies - James Wilson-Miller6 Discovering shared history: Moving towards new understanding in Australian schools - Paddy Cavanagh7 A history of Aboriginal education - Nigel Parbury8 Reconciliation matters - Nina Burridge9 Educating for the future - Rhonda Craven10 Community involvement - Bev Smith11 What research can tell us - Rhonda Craven & Gawaian Bodkin-Andrews12 Closing the gap - John Lester & Geoff Munns13 Working with Aboriginal students - Christine Halse & Aunty Mae Robinson14 Teaching resources - Rhonda Craven, Mark d'Arbon & Sharon Galleguillos15 Developing teaching activities - Rhonda Craven, Mark d'Arbon & James Wilson-Miller16 Together we can't lose - Rhonda CravenReferencesIndex

Cover -- Contents -- Acknowledgments -- Contributors -- Introduction -- PART ONE: Traditions -- 1. Striking the Delicate Balance: Teaching Violence and Hinduism -- 2. "A Time for War and a Time for Peace": Teaching Religion and Violence in the Jewish Tradition -- 3. Teaching Buddhism and Violence -- 4. Violence and Religion in the Christian Tradition -- 5. Confronting Misoislamia: Teaching Religion and Violence in Courses on Islam -- 6. The Specter of Violence in Sikh Pasts -- PART TWO: Approaches -- 7. Cities of Gold: Teaching Religion and Violence through "Sacred" Space -- 8. Believing is Seeing: Teaching Religion and Violence in Film -- 9. Teaching Religion, Violence, and Pop Culture -- 10. Religion, Violence, and Politics in the United States -- 11. M. K. Gandhi: A Postcolonial Voice -- 12. Teaching the Just War Tradition -- 13. Understanding the Nature of Our Offense: A Dialogue on the Twenty-First-Century Study of Religion for Use in the Classroom -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- X -- Y -- Z.

The focus of the book is on different ways of knowing: the western scientific way (reductionist, dualistic and materialist) versus the indigenous approach (holistic, non-dualistic, and spiritual). It discusses both science and medicine in the context of the challenges experienced in introducing science and medicine into Africa through imperialism, colonization, and globalization. It looks at selected indigenous African paradigms, the dominant western paradigms, and the practitioners that represent these practices. The book deals with questions concerning compatibility and incompatibility of different ways of knowing and delves into epistemological stances, and the assumptions underlying these epistemologies. The volume investigates whether, and how a person can accommodate different epistemologies, and the nature of such accommodations.

What is white privilege? -- Why is teaching about white privilege to white students so -- Difficult? -- The class setting, pedagogical goals and theoretical frames -- Applying the dialogic approach -- Assessment, findings and evaluation -- Conclusion.

Intro -- Foreword -- Preface -- Contents -- 1 Utility, Principle, Virtue -- 2 Particularism -- 3 Perception and Representation -- 4 Imagination and Metaphor -- 5 Aesthetic Illumination -- 6 Art and Truth -- 7 Literary Expression -- 8 Aristotle and Jane Austen -- 9 Directions -- Notes -- Glossary -- Bibliography -- Name Index -- Subject Index.

Intro -- Title Page -- Copyright -- Contents -- Series Editor's Preface -- Chapter 1: Sociolinguistics and Language Teaching -- Chapter 2: Multilingualism -- Chapter 3: Which English? Whose English? -- Chapter 4: Language and Gender -- Chapter 5: Identity in Language Learning and Teaching -- Chapter 6: Language Planning -- Chapter 7: Reflecting on Sociolinguistics and Language Teaching -- References.

Despite controversial discussions regarding its validity (e. g. Marsh 1984), student evaluations of university courses are established as an instrument for quality assurance. Apart from the frequently discussed and researched question of validity, there are more and at least as urgent questions concerning the effectiveness of evaluation processes: What does quality in the context of teaching mean and how could it be operationalized? Do different disciplines in university contexts have a common understanding of 'quality'? The Faculty of Psychology and Educational Sciences (Ludwig Maximilian University of Munich) has been researching in this field for years. Aiming at a coherent concept including an effective overall process, the project encompasses several sub-studies. Subsequent to presenting the theory and empirically based instrument, challenges regarding the application to various faculties as well as possibilities in respect of its effectiveness are introduced.

Intro -- Contents -- 1 Introduction -- References -- Making the Personal Political: The Stories of Capitalism -- 2 'Teaching Naked' in Late Capitalism: Instructors' Personal Narratives and Classroom Self-disclosure as Pedagogical Tools -- Author's Reflexive Statement -- On the Use of Instructor's Personal Narratives in the Classroom -- Research Questions -- Telling Personal Stories -- Data and Discussion -- Discretion in Disclosure? -- References -- 3 Untold Stories: Bringing Class into the Classroom -- Authors' Reflexive Statements -- Introduction -- Why It's Important for Educators to Share Their Class Stories -- The Perils and Pitfalls of Sharing Educators' Class Stories -- Knowing Your Purpose, Being Explicit, and Strengthening the Container -- Preparing Your Stories -- Anticipating Difficult Reactions -- Scaffolding and Timing Stories -- Inviting Self-disclosure -- Conclusion -- References -- 4 'Self-made' Success on the Private Dole: An Illustration of the Reproduction of Capitals -- Authors' Reflexive Statements -- Authenticity in Teaching -- Bob and Harold Presentation -- Conclusion -- References -- 5 Financial Stumbles, Consumer Bankruptcy, and the Sociological Imagination -- Author's Reflexive Statement -- Introduction -- Financial Stumbles -- Financial Stumble #1: Student Loan Debt -- Financial Stumble #2: Predatory Auto Lending -- Financial Stumble #3: When Your Debts Are Bundled and Sold -- Financial Stumble #4: The Credit Report -- Bankruptcy -- A (Very) Brief Primer on Consumer Bankruptcy -- Their Stories -- References -- Making Marxist Theory Real -- 6 Capitalism 101: Teaching First-Year Students How to View the Social World Through the Lens of Marxist Theory -- Author's Reflexive Statement -- Introduction -- Alienation -- Reproduction -- Conclusion -- References -- 7 Teaching Global Inequality Through the World of Commodities

The Introduction to Sociology course is usually the first contact that students have with the discipline of sociology. This course can determine whether students take other sociology courses or learn to use sociology in their lives as adults and citizens.First Contact identifies important issues facing instructors in introducing students to the sociological imagination. Drawing on the literature of teaching and learning in sociology and higher education more broadly, First Contact providesan overview of the scholarship of teaching and learning, best practices, and other essential information t

Media literacy: key to critical thinking -- Media and information literacy crossover (UNESCO) -- Perspective / Perception / Point of View -- "Fake news" and "alternative facts"-- Digital citizenship, privacy, and digital leadership -- Digital literacy -- Technology as a tool for social inclusion and transmission -- Equity vs. equality -- Global connections -- Social justice and advocacy -- Providing media literacy education in the library and classroom -- Television -- Movies -- Photography and images -- Music and radio -- Advertising -- Media production and other digital technologies -- Appendix A: glossary -- Appendix B: timeline of media literacy education -- Appendix C: movies on the media -- Appendix D: Media literacy resources.

Acknowledgements -- Contributor information -- Introduction -- Teaching organizational & business ethics -- Socially responsible business schools : collective stakeholder voices demand urgent actions / Janette Martell -- Ethics in practice : moral education for the leaders of tomorrow / Sabine H. Hoffmann and Mickal Wangue -- Engaging multidisciplinary university students in "triple bottom line" reporting : using global reporting initiative metrics inside the classroom? / Elizabeth Gingerich -- Thirteen ways of looking at a boardroom : poetry as ethical intervention in business and government / Janet Wondra -- An enlightened education : to reform the current paradigm / Helene Cristini -- Organizational and business ethics application and cases -- Halliburton : cementing wells and relationships / Marilyn J. Matelski -- Assisted reproductive technology : ethical challenges for business and medicine / Deborah Flynn -- The ethical and policy outcomes of the Sarbanes Oxley act for global leaders and investors : is it smooth sailing or rough waters ahead for safe harbor disclosures? / Nicole C. Ibbotson, Diane J. Fulton, Thomas W. Garsombke, Nicole C. Garsombke, Diane J. Prince -- Using fashion PR to teach social responsibility across disciplines and cultures : fashion, social responsibility and public relations : change agents / Wilma King and Giancarlo Polenghin -- Bribes versus gifts / Achinto Roy -- A moral development model for the ethical management of technology : implications for management and research / Refik Culpan and Melvin Blumberg.