Teaching in unequal societies [electronic book] / edited by John Russon, Siby K. George and P. G. Jung.
Contributor(s): Russon, John [editor]
| George, Siby K. (Siby Karukakonathu) [editor] | Jung, P.G [editor].
Material type: 
BookPublisher: New Delhi, India : Bloomsbury Academic, 2011Copyright date: ©2020Description: online resource (xxxviii, 330 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9789388630917 (hardback); 9789388630900 (hardback); 9789388630924 (e-book); 9388630920 (e-book).Subject(s): Multicultural education | Inclusive education | Mainstreaming in education | Educational equalization | DDC classification: 371.82694 Online resources: e-Book | Item type | Current library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|
| e-BOOK | MTU Bishopstown Library eBook | 371.82694 (Browse shelf(Opens below)) | Not for loan |
Enhanced descriptions from Syndetics:
This book considers teaching in modern institutional settings, among other things, as the ethical questioning and reversal of passively accepted prejudices, particularly in contexts of diversities and inequalities. Its thematic focus is the ethics of teacher-learner and learner-learner relationships within the democratic setup, and the possibilities of critique and transformation emerging out of such a relationship.
The first theme of the book is diversity and pluralism, the second is the question of inequality in such contexts of radical diversity. With respect to this question, an unavoidable phenomenon of our times is the capitalisation of education and the reductionist view of learners as customers and consumers of knowledge. The approach to education that sees students merely as skilled human resources to be readied for the job market militates against critical thinking and do not respond appropriately to the questions of diversity and inequality. Thus, a significant focus of the book is the impact of inherited inequalities of caste and race on classroom ambience and teachers' interventions in the modern institutional context. The pertinent question is the increasing unwillingness of teachers to recognise and challenge discriminatory views and play their role in social transformation. In this regard, the teaching and learning of the humanities is also investigated. Teaching and the traditional classroom, it is often said, may not be required in the future as machines and remotely located teachers/explicators might claim their place. Hence, another question of focus is whether such a future would be hospitable to the critical task of education to cultivate young citizens of democracies.
Includes bibliographical references and index.
Introduction: the unequal classroom -- The importance of a philosophical education in contemporary society: Dewey and the university curriculum -- Waiting for a Socrates: Kant's educational vision and Macaulay's civilising mission -- The 'debased native mind' in colonial discourse: education policies in 19th-Century Gujarat -- Teaching self-respect: the very idea -- On the ethics of teaching: the lessons of Athenian democracy --. From walls to bridges: education as dialectic and the educator as curator of the affective conditions of dialogue -- Education for democracy: philosophical reflections inspired by Brazil's movement of landless rural workers -- Can pedagogies be both critical and caring? -- 'Why Johnny can't read': seeking a response through the art of teaching -- Reconstructing a critical ontology of education through an ethics of care: critical pedagogy, the world view of the Ao Naga tribe, and care ethics in dialogue -- Environmental education in schools: perspective and challenges -- Caste in the classroom: an ethical interrogation -- Prejudice and the pedagogue: teaching in a democratic classroom.
Electronic reproduction.: Bloomsbury Collections. Mode of access: World Wide Web.
Author notes provided by Syndetics
John Russon is Professor of Philosophy at the University of Guelph (Canada), and Director of the Toronto Summer Seminar in Philosophy.
Siby K. George is Professor of Philosophy at the Department of Humanities and Social Sciences, Indian Institute of Technology Bombay.
P.G. Jung is Associate Professor of Philosophy at the Department of Humanities and Social Sciences, Indian Institute of Technology Bombay.