Products related to Education:
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Pathways to Community Engagement in Education : Collaboration in Diverse, Urban Neighbourhoods
This book takes a comprehensive look at community engagement strategies in education to demonstrate the diverse nature of school-community relations and their value to promote their effective development.The author brings twenty years of experience in various educational settings in Ontario and California to examining community involvement policies and their interpretation, as well as school-community collaboration in practice.Chapters include recent research on school-community collaboration from the perspective of teachers, school district leaders, administrators, and support staff within two school districts in a low-income and culturally diverse urban community.The book also includes perspectives from community members involved in organizations across the city with a mandate to work with youth.In a time where students’ academic, social, and emotional support needs are on the rise, this book offers a valuable resource for strengthening school-community relations and demonstrating the power of collaboration.
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Education, Equality and Society
Originally published in 1975, the essays in this book explore a particular level at which the concept of equality must be applied if educational equality is to be realised.Whilst each stands independently of the others, there are points of convergence and overlap in the perspectives of the writers, each of whom represents a different discipline: education, sociology, psychology, philosophy and politics.The relationship between equality and unity, uniformity and justice are discussed, and at every level false assumptions are revealed.
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People in Education
You might not realise it, but there are people working to help us every day.From healthcare workers to delivery drivers, we could not live our lives the same way without them.Find out more about the wonderful key workers that make everything run smoothly.
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Collaboration : Philosophy of Education in Practice
Collaboration is widely celebrated as an ability schools should teach children to practice.Yet collaboration has a darker side, as its use to refer to those complicit with Nazi occupiers and with colonial oppressors of many kinds suggests.In effect, “collaboration” is a contranym, a word that can mean something or its opposite.To collaborate can mean to work with one’s friends and colleagues for the common good.It can also mean to sell out one’s friends and colleagues for the sake of personal gain.What can schools do to encourage the first and discourage the second?The loyalty and commitment to shared ends that collaboration implies may seem a positive good only insofar as those loyalties and ends are also good – but how to judge? This book asks: to whom should one be loyal and what are the limits of loyalty?What responsibility do collaborators bear for the outcomes of their joint projects?Should I make those friends and those responsibilities my own?These are questions children learn to answer in schools, through the formal and informal education that happens there.Amy Shuffelton explores those questions in the context of children’s lives in schools, including examples from films, literature, and children’s own accounts of moral dilemmas they face around questions of friendship, authority, and their own developing agency.She argues that rather than collaboration being a simple, good practice, considerable care is needed to ensure it serves individuals and their communities well.
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What is a solidarity community?
A solidarity community is a group of individuals who come together to support and help each other in times of need. This can include sharing resources, providing emotional support, and working together to address common challenges. Solidarity communities often form around shared values, such as social justice, environmental sustainability, or mutual aid. These communities can be powerful sources of resilience and empowerment, as they create a network of support and cooperation among their members.
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Is a community college a continuing education college?
No, a community college is not the same as a continuing education college. Community colleges typically offer a wider range of academic programs, including associate degrees and transfer programs to four-year universities, in addition to continuing education courses. Continuing education colleges, on the other hand, primarily focus on providing non-credit courses and professional development opportunities for adult learners looking to enhance their skills or pursue personal interests.
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Are some people without education?
Yes, there are some people who do not have access to education due to various reasons such as poverty, discrimination, lack of resources, or living in remote areas. This lack of education can have a significant impact on their opportunities for employment, social mobility, and overall well-being. Efforts to address this issue include initiatives to improve access to education, provide scholarships, and promote literacy programs.
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Is functional education education?
Yes, functional education is a form of education that focuses on teaching practical skills and knowledge that can be directly applied to real-life situations. This type of education aims to prepare individuals for the workforce and everyday life by providing them with the tools and knowledge they need to succeed in their chosen field. Functional education can include vocational training, technical skills development, and practical problem-solving, all of which are essential for success in the modern world. Therefore, functional education can be considered a valuable and important form of education.
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Higher Education, Community Connections and Collaborations
This book innovatively explores the policy, practice and pedagogy of community engagement in higher education settings.It contributes to the evaluation of adaptive practice and responses in addressing inequalities further exposed by the pandemic, and the role of higher education institutions within this.By exploring such themes, contributors highlight implications for future practice and suggest areas for further pedagogical development.The book also includes perspectives on the patterns of change in higher education asking crucial questions pertaining to its role in regeneration and recovery as it seeks to work for, within, and between communities and constituencies.While it foregrounds youth and community work, it makes wider and systemic connections between communities and higher education institutions.
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Community Arts Education : Transversal Global Perspectives
This edited collection offers global perspectives on the transverse, boundary-blurring possibilities of community arts education. Invoking ‘transversality’ as an overarching theoretical framework and a methodological structure, 55 contributors – community professionals, scholars, artists, educators and activists from sixteen countries – offer studies and practical cases exploring the complexities of community arts education at all levels. Such complexities include challenges created by globalizing phenomena such as the COVID-19 pandemic; ongoing efforts to achieve justice for Indigenous peoples; continuing movement of immigrants and refugees; growing recognition of issues related to equity, diversity and inclusion in the workplace; and the increasing impact of grassroot movements and organizations. Chapters are grouped into four thematic clusters – Connections, Practices, Spaces and Relations – that map these and other intersecting assemblages of transversality.Thinking transversally about community art education not only shifts our understanding of knowledge from a passive construct to an active component of social life but redefines art education as a distinctive practice emerging from the complex relationships that form community.
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Reframing Community Engagement in Higher Education
This timely book addresses assumptions and challenges inherent within community engagement as a catalyst for developing students’ sense of civic responsibility at a time of rampant social polarization. Promoting academic development and life skills through the high-impact practice of service-learning, the book explores a new ecological framework for reflecting on and improving practice.This book describes new models such as the #CaliforniansForAll College Corps, offers advice on coalition building, and presents the narratives of community-engaged professionals and faculty, offering a sense both of tensions inherent in this work and examples of initiatives in local contexts.Chapters primarily reflect on what action is required for fulfilling our public purpose and what’s holding us back. This book provides guidance, examples, and benchmarks for best practices in community engagement that are particularly relevant to this time of crises and unrest and will be relevant to community-engaged professionals, higher education faculty, and college administrators.
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The Family, Education and Society (RLE Edu L Sociology of Education)
In this provocative study the author challenges many contemporary assumptions about the modern family, the circumstances of home life which lead to academic success and the proper relationship between home and school.The modern family is not ‘in decline’; its history is a success story.It is stable, unsociable, emotionally potent. Over the past three centuries it has turned its back on society.It is less remarkable for rebellious children than for the remorseless pressures it can exert upon the young, particularly for ‘success’ in the school system.In the home-centred society the school is an extension of the home, created in its image.Academic success seems most certain when the ‘good home’ and the ‘good school’ form a determined alliance.The combined pressures of home and school often seem to produce withdrawn, self-disparaging and negative young men and women.The author argues that the good school must counter-act many of the influences of the good home and that the educational system must re-order its affairs so that it is able to encourage and assess achievement which comes from joy rather than neurotic drive.
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Could people reproduce without prior education?
Yes, people could reproduce without prior education as reproduction is a natural biological process. However, education and knowledge about reproductive health, contraception, and parenting can greatly impact the outcomes of reproduction. Education can help individuals make informed decisions about when and how to have children, as well as how to care for and support their children. Therefore, while reproduction is possible without prior education, education can significantly impact the experience and outcomes of reproduction.
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Why is indirect education considered education?
Indirect education is considered education because it involves the transmission of knowledge, skills, and values through various means other than formal instruction. This can include learning from experiences, observing others, and engaging with the environment. Indirect education helps individuals develop critical thinking, problem-solving, and social skills, which are essential for personal and professional development. It also contributes to the overall growth and development of individuals, making it an important aspect of the education process.
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Where can introverted people start their education?
Introverted people can start their education in a variety of places that cater to their learning style. Online courses and distance learning programs can provide a more comfortable and less overwhelming environment for introverted individuals to learn at their own pace. Additionally, smaller class sizes at community colleges or specialized learning centers can offer a more intimate and less socially demanding setting for introverted students. Finally, seeking out one-on-one tutoring or mentorship opportunities can provide a personalized and less intimidating approach to education for introverted individuals.
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Which type of education is better: dual education system or traditional education?
The effectiveness of the dual education system versus traditional education depends on individual preferences and career goals. The dual education system offers a combination of theoretical knowledge and practical skills through on-the-job training, making it suitable for students who prefer hands-on learning. On the other hand, traditional education focuses more on theoretical knowledge and is better suited for students who prefer a more structured and academic approach to learning. Ultimately, the choice between the two depends on the individual's learning style and career aspirations.
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