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Measuring Up in Education
ISBN/GTIN

Measuring Up in Education

Philosophical Explorations for Justice and Democracy Within and Beyond Cultures of Measurement in Educational Systems
BookPaperback
Ranking102034inPädagogik
CHF63.90

Description

This collection explores, via various philosophical means, how valuable educational practices can occur within and beyond cultures of measurement. It was originally published as a special issue of Educational Philosophy and Theory.
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Details

ISBN/GTIN978-1-032-08844-0
Product TypeBook
BindingPaperback
Publication countryUnited Kingdom
Publishing date30/06/2021
Edition1. A.
SeriesEducational Philosophy and Theory
Pages136 pages
LanguageEnglish
SizeWidth 174 mm, Height 246 mm
Weight249 g
IllustrationsFarb., s/w. Abb.
Article no.43760390
CatalogsBuchzentrum
Data source no.36092176
Product groupPädagogik
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Author

Steven A. Stolz, PhD, is a Senior Lecturer at La Trobe University, Australia. He has a diverse array of research interests, which ranges from: critical theory, epistemology, phenomenology, embodied cognition, narrative inquiry, and learning theories in psychology. At the moment, his primary area of scholarship is concerned with the relationship between theory and practice, particularly how theory informs practice, and/or how practice informs theory. Recent publications of note include: Theory and Philosophy in Education Research: Methodological Dialogues (Routledge), and MacIntyre, Rationality and Education: Against Education of Our Age (Springer).

R. Scott Webster is an Associate Professor, and the coordinator of the Curriculum, Pedagogy and Professional Learning group within the School of Education at Deakin University, Australia. His areas of research include philosophy and theories of education, teacher education, curriculum theory, existentialism, and spirituality. His authored and edited books include the following: Educating for Meaningful Lives (2009); Understanding Curriculum: The Australian Context (2019, 2nd ed., with A. Ryan); Rethinking Reflection and Ethics for Teachers (2019, with J. Whelan); and Theory and Philosophy in Education Research: Methodological Dialogues (2018).