東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Mapping excluded knowledge in compar...

Mehta, Sonia Keertikar.

Linked to FindBook

Google Book

Amazon

博客來

Mapping excluded knowledge in comparative education discourse: Opening pedagogy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mapping excluded knowledge in comparative education discourse: Opening pedagogy./
Author:	Mehta, Sonia Keertikar.
Description:	233 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1594.
Contained By:	Dissertation Abstracts International64-05A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3089150
ISBN:	9780496368860

Mapping excluded knowledge in comparative education discourse: Opening pedagogy.
Mehta, Sonia Keertikar.

Mapping excluded knowledge in comparative education discourse: Opening pedagogy. - 233 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1594.

Thesis (Ph.D.)--State University of New York at Buffalo, 2003.

This thesis attempts to unpack and map the construction of knowledge perceptions in Comparative International Education discourse in the United States. In order to do this, the researcher investigated documents and literature used in five CIE university programs in the United States, and student learner responses of their own constructions of knowledge within those programs. The thesis uses a combined modality of critical discourse analysis, qualitative ethnographic methods of analysis and postmodern social cartography to present and analyze data. The analysis brought forth a perceived link with identity and meaning in knowledge constructions by learners in the field, that in turn showed areas of lacunae and invisibilities in the deployment of pedagogy used in the field. Upon reflection, the author argues for the opening of pedagogy to not only be inclusive of multiplicity, but also to address pedagogies of difference and exclusion in spaces where meaning/learning may be mobilized rather than fixed. The author demonstrates the ability of postmodern social cartography and critical discourse analysis to begin this opening, and proposes a 'new' pedagogical strategy for learning and teaching: "Multilogue".

ISBN: 9780496368860Subjects--Topical Terms:

626654
Education, Sociology of.

Mapping excluded knowledge in comparative education discourse: Opening pedagogy.
LDR:02107nmm 2200265 4500 001 1822824
005 20061128080759.5
008 130610s2003 eng d
020 $a 9780496368860
035 $a (UnM)AAI3089150
035 $a AAI3089150
040 $a UnM $c UnM
100 1 $a Mehta, Sonia Keertikar. $3 1911954
245 1 0 $a Mapping excluded knowledge in comparative education discourse: Opening pedagogy.
300 $a 233 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1594.
500 $a Major Professor: Lynn Ilon.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2003.
520 $a This thesis attempts to unpack and map the construction of knowledge perceptions in Comparative International Education discourse in the United States. In order to do this, the researcher investigated documents and literature used in five CIE university programs in the United States, and student learner responses of their own constructions of knowledge within those programs. The thesis uses a combined modality of critical discourse analysis, qualitative ethnographic methods of analysis and postmodern social cartography to present and analyze data. The analysis brought forth a perceived link with identity and meaning in knowledge constructions by learners in the field, that in turn showed areas of lacunae and invisibilities in the deployment of pedagogy used in the field. Upon reflection, the author argues for the opening of pedagogy to not only be inclusive of multiplicity, but also to address pedagogies of difference and exclusion in spaces where meaning/learning may be mobilized rather than fixed. The author demonstrates the ability of postmodern social cartography and critical discourse analysis to begin this opening, and proposes a 'new' pedagogical strategy for learning and teaching: "Multilogue".
590 $a School code: 0656.
650 4 $a Education, Sociology of. $3 626654
690 $a 0340
710 2 0 $a State University of New York at Buffalo. $3 1017814
773 0 $t Dissertation Abstracts International $g 64-05A.
790 1 0 $a Ilon, Lynn, $e advisor
790 $a 0656
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3089150