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Course syllabi in faculties of education [electronic book] : bodies of knowledge and their discontents, international and comparative perspectives / edited by André Elias Mazawi and Michelle Stack.

Contributor(s): Mazawi, André Elias [editor] | Stack, Michelle, 1967- [editor].
Material type: materialTypeLabelBookSeries: Bloomsbury critical education.Publisher: London : Bloomsbury Academic, 2020Copyright date: ©2020Description: online resource (viii, 288 pages) : illustrations (some color).Content type: text Media type: computer Carrier type: online resourceISBN: 9781350094253 (hardback); 9781350094260 (e-book); 9781350094277 (e-book).Subject(s): Education -- Study and teaching (Higher) -- Cross-cultural studies | Lesson planning -- Cross-cultural studies | Teachers -- Training of -- Cross-cultural studies | DDC classification: 371.3028 Online resources: e-Book
Contents:
Introduction : course syllabi in faculties of education: bodies of knowledge and their discontents -- The geopolitics of knowledge and “the Abyssal Line” : mapping teacher education syllabi in Canada -- Comparing course syllabi from A to Z : examining the contexts, contents, and concerns for social foundations of education in Australia and Zambia -- Islamization and Indigenization of faculties of education in the Islamic Republic of Iran -- Embodying Raven’s knowledge in indigenous teacher education -- Leçons de Ténèbres : colonialism and political struggles over teacher education among Palestinians -- Decolonizing the concept of pedagogy of discomfort in classrooms, curriculum, and syllabi -- Indigenous and decolonizing pedagogy : the complexities, tension, and possibilities of doing spirit work in teacher education -- Accreditation and the standardization of syllabi : critical reflections from the College of Education at Qatar University -- Student diversity and discrimination in Indian higher education : curricula transformation for civic learning -- Thinking through a Course on Educational Technology and Ableism : Implications for syllabus design -- An existential dimension of the syllabus in the life of a teacher -- The tension of “othering” in writing course syllabi in Saudi Arabia -- Mending the (Cartesian) split : reflections on offering a pedagogy of wellness to teacher candidates -- Instructional design and pedagogy : reconceptualizing practices -- Toward provisional conclusions : intersections, crossings, and praxis: syllabi and the politics of educational articulation.
Summary: "Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the "geopolitics of knowledge". Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education"-- Provided by publisher.
List(s) this item appears in: Bloomsbury Education Collection.
Holdings
Item type Current library Call number Status Date due Barcode Item holds
e-BOOK MTU Bishopstown Library eBook 371.3028 (Browse shelf(Opens below)) Not for loan
Total holds: 0

Enhanced descriptions from Syndetics:

Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the "geopolitics of knowledge". Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education.

Includes bibliographical references and index.

Introduction : course syllabi in faculties of education: bodies of knowledge and their discontents -- The geopolitics of knowledge and “the Abyssal Line” : mapping teacher education syllabi in Canada -- Comparing course syllabi from A to Z : examining the contexts, contents, and concerns for social foundations of education in Australia and Zambia -- Islamization and Indigenization of faculties of education in the Islamic Republic of Iran -- Embodying Raven’s knowledge in indigenous teacher education -- Leçons de Ténèbres : colonialism and political struggles over teacher education among Palestinians -- Decolonizing the concept of pedagogy of discomfort in classrooms, curriculum, and syllabi -- Indigenous and decolonizing pedagogy : the complexities, tension, and possibilities of doing spirit work in teacher education -- Accreditation and the standardization of syllabi : critical reflections from the College of Education at Qatar University -- Student diversity and discrimination in Indian higher education : curricula transformation for civic learning -- Thinking through a Course on Educational Technology and Ableism : Implications for syllabus design -- An existential dimension of the syllabus in the life of a teacher -- The tension of “othering” in writing course syllabi in Saudi Arabia -- Mending the (Cartesian) split : reflections on offering a pedagogy of wellness to teacher candidates -- Instructional design and pedagogy : reconceptualizing practices -- Toward provisional conclusions : intersections, crossings, and praxis: syllabi and the politics of educational articulation.







"Course Syllabi in Faculties of Education problematizes one of the least researched phenomena in teacher education, the design of course syllabi, using critical and decolonial approaches. This book looks at the struggles that scholars, policy makers, and educators from a diverse range of countries including Australia, Canada, India, Iran, Palestine, Qatar, Saudi Arabia, the USA, and Zambia face as they design course syllabi in higher education settings. The chapter authors argue that course syllabi are political constructions, representing intense sites of struggles over visions of teacher education and visions of society. As such, they are deeply immersed in what Walter Mignolo calls the "geopolitics of knowledge". Authors also show how syllabi have become akin to contractual documents that define relations between instructors and students Based on a set of empirically grounded studies that are compared and contrasted, the chapters offer a clearer picture of how course syllabi function within distinct socio-political, economic, and historical contexts of practice and teacher education"-- Provided by publisher.

Electronic reproduction.:
Bloomsbury Collections.
Mode of access: World Wide Web.

Author notes provided by Syndetics

André Elias Mazawi is Professor of Sociology of Education and Higher Education at the University of British Columbia, Canada, and Affiliate Professor at the Euro-Mediterranean Centre for Educational Research at the University of Malta, Malta. He is also an Associate Researcher with the University of Geneva-based Equipe Dimensions Internationales de l'Education (ERDIE). Michelle Stack is Associate Professor in the Department of Educational Studies, University of British Columbia, Canada. She is also the author of Global University Ranking and the Mediatization of Higher Education, and she is editor of a second upcoming book on university rankings and journal impact factors. Michelle has led several courses and workshops focused on building the capacity of teachers, youth, clinicians, scholars and scholar to engage media to expand policy debates. Her central research interest concerns how people, knowledge and institutions are categorized and the influence of these categorizations on our ability to grapple with "wicked problems" including inequity and climate change.

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