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Neoliberalism, pedagogy, and human d...

Kontopodis, Michalis.

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Neoliberalism, pedagogy, and human development : = exploring time, mediation, and collectivity in contemporary schools /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Neoliberalism, pedagogy, and human development :/ Michalis Kontopodis.
Reminder of title:	exploring time, mediation, and collectivity in contemporary schools /
Author:	Kontopodis, Michalis.
Published:	New York, NY :Routledge, : 2012.,
Description:	xiv, 137 p. :ill. ;24 cm.
Subject:	Education - Periodicals. - Social aspects -
ISBN:	9780415516761 (hbk.) :

Neoliberalism, pedagogy, and human development : = exploring time, mediation, and collectivity in contemporary schools /
Kontopodis, Michalis.

Neoliberalism, pedagogy, and human development :exploring time, mediation, and collectivity in contemporary schools /Michalis Kontopodis. - New York, NY :Routledge,2012. - xiv, 137 p. :ill. ;24 cm. - Routledge research in education ;77. - Routledge research in education ;32..

Includes bibliographical references (p. 117-131) and index.

"In most Western developed countries, adult life is increasingly organized on the basis of short-term work contracts and reduced social security funds. In this context it seems that producing efficient job-seekers and employees becomes the main aim of educational programs for the next generation. Through case studies of Turkish and Arabic students in Berlin (Germany), Asian, Hispanic and Black students in Long Beach (USA), and children of landless rural workers in Espirito Santo (Brazil), this book investigates emerging educational practices and takes a critical stance towards what can be seen as "mainstream" or "dominant" educational politics. Kontopodis poses the question of whether encouraging students to engage in guided reflection about themselves, their past performance and their future career supports marginalized youth in dealing with complex everyday situations and actively participating in societal improvement. His interdisciplinary theoretical account draws on process philosophy and time theory, developmental and educational psychological theorising (mainly Vygotskian/post-Vygotskian), sociology of education, as well as on continuing discussions in the fields of science and technology studies and anthropology. The book suggests an innovative relational understanding of time and development at school which can prove of particular importance for the education of marginalized students"-- Provided by publisher.

ISBN: 9780415516761 (hbk.) :UK90.00

LCCN: 2011050588Subjects--Topical Terms:

1328230
Education
--Social aspects--Periodicals.

LC Class. No.: LC191 / .K64 2012

Dewey Class. No.: 306.43/2

Neoliberalism, pedagogy, and human development : = exploring time, mediation, and collectivity in contemporary schools /
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005 20131122105014.0
008 130919s2012 nyua b 001 0 eng
010 $a 2011050588
020 $a 9780415516761 (hbk.) : $c UK90.00
020 $a 0415516765 (hbk.)
020 $a 9780203113967 (ebk)
020 $a 0203113969 (ebk)
020 $a 1136289062 (ebk.)
020 $a 9781136289064 (ebk.)
020 $a 9781283712149 (MyiLibrary)
020 $a 1283712148 (MyiLibrary)
035 $a 7E-BW-102-N-04
040 $a DLC $b eng
050 0 0 $a LC191 $b .K64 2012
082 0 0 $a 306.43/2 $2 23
100 1 $a Kontopodis, Michalis. $3 1533304
245 1 0 $a Neoliberalism, pedagogy, and human development : $b exploring time, mediation, and collectivity in contemporary schools / $c Michalis Kontopodis.
260 # $a New York, NY : $b Routledge, $c 2012.
300 $a xiv, 137 p. : $b ill. ; $c 24 cm.
490 1 0 $a Routledge research in education ; $v 77
504 $a Includes bibliographical references (p. 117-131) and index.
520 # $a "In most Western developed countries, adult life is increasingly organized on the basis of short-term work contracts and reduced social security funds. In this context it seems that producing efficient job-seekers and employees becomes the main aim of educational programs for the next generation. Through case studies of Turkish and Arabic students in Berlin (Germany), Asian, Hispanic and Black students in Long Beach (USA), and children of landless rural workers in Espirito Santo (Brazil), this book investigates emerging educational practices and takes a critical stance towards what can be seen as "mainstream" or "dominant" educational politics. Kontopodis poses the question of whether encouraging students to engage in guided reflection about themselves, their past performance and their future career supports marginalized youth in dealing with complex everyday situations and actively participating in societal improvement. His interdisciplinary theoretical account draws on process philosophy and time theory, developmental and educational psychological theorising (mainly Vygotskian/post-Vygotskian), sociology of education, as well as on continuing discussions in the fields of science and technology studies and anthropology. The book suggests an innovative relational understanding of time and development at school which can prove of particular importance for the education of marginalized students"-- Provided by publisher.
650 # 0 $a Education $x Social aspects $v Periodicals. $3 1328230
650 # 0 $a Critical pedagogy $v Cross-cultural studies. $3 1580171
650 # 0 $a Minorities $x Education $v Cross-cultural studies. $3 1305184
650 # 0 $a Neoliberalism $v Cross-cultural studies. $3 1999003
830 0 $a Routledge research in education ; $v 32. $3 1309915