東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Decolonising teacher education

Singh, Parlo.

FindBook

Google Book

Amazon

博客來

Decolonising teacher education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Decolonising teacher education/ edited by Parlo Singh ... [et al.].
其他作者:	Singh, Parlo.
出版者:	Singapore :Springer Nature Singapore : : 2024.,
面頁冊數:	x, 303 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Teachers - Training of -
電子資源:	https://doi.org/10.1007/978-981-97-8939-9
ISBN:	9789819789399

Decolonising teacher education
Decolonising teacher education[electronic resource] /edited by Parlo Singh ... [et al.]. - Singapore :Springer Nature Singapore :2024. - x, 303 p. :ill., digital ;24 cm. - Teacher education research - shaping practice, policy and theory,v. 12731-8214 ;. - Teacher education research - shaping practice, policy and theory ;v. 1..

This book makes a deliberate attempt to explore the complexity of decolonising theories in teacher education. It draws attention to the historical and emerging impacts of colonialism on educational institutions and practices, challenging educators to expand their understanding of diverse trajectories of decolonial research both theoretically and practically. It adds to the discussions and dialogues between different disciplinary traditions, such as postcolonial and decolonial studies, as well as critical Indigenous and critical race studies. As an international compilation, it offers educators a unique opportunity to envision teacher education through alternative lenses-rethinking the relationship between ontology-epistemology-ethics, that is, what constitutes knowledge, how it is produced, and what material worlds are constructed in and through knowledge / research systems. Through compelling examples, this book illustrates how educators have navigated epistemic injustices within the field of teacher education amidst the rising global demands for standardisation. It encourages teacher educators to explore alternative theories within their own contexts, crafting new teacher education practices in universities and schools.

ISBN: 9789819789399

Standard No.: 10.1007/978-981-97-8939-9doiSubjects--Topical Terms:

909332
Teachers
--Training of

LC Class. No.: LB1707

Dewey Class. No.: 370.711

Decolonising teacher education
LDR:02277nmm a2200325 a 4500 001 2388914
003 DE-He213
005 20241213115332.0
006 m d
007 cr nn 008maaau
008 250916s2024 si s 0 eng d
020 $a 9789819789399 $q (electronic bk.)
020 $a 9789819789382 $q (paper)
024 7 $a 10.1007/978-981-97-8939-9 $2 doi
035 $a 978-981-97-8939-9
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1707
072 7 $a JNMT $2 bicssc
072 7 $a EDU053000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.711 $2 23
090 $a LB1707 $b .D296 2024
245 0 0 $a Decolonising teacher education $h [electronic resource] / $c edited by Parlo Singh ... [et al.].
260 $a Singapore : $b Springer Nature Singapore : $b Imprint: Springer, $c 2024.
300 $a x, 303 p. : $b ill., digital ; $c 24 cm.
490 1 $a Teacher education research - shaping practice, policy and theory, $x 2731-8214 ; $v v. 1
520 $a This book makes a deliberate attempt to explore the complexity of decolonising theories in teacher education. It draws attention to the historical and emerging impacts of colonialism on educational institutions and practices, challenging educators to expand their understanding of diverse trajectories of decolonial research both theoretically and practically. It adds to the discussions and dialogues between different disciplinary traditions, such as postcolonial and decolonial studies, as well as critical Indigenous and critical race studies. As an international compilation, it offers educators a unique opportunity to envision teacher education through alternative lenses-rethinking the relationship between ontology-epistemology-ethics, that is, what constitutes knowledge, how it is produced, and what material worlds are constructed in and through knowledge / research systems. Through compelling examples, this book illustrates how educators have navigated epistemic injustices within the field of teacher education amidst the rising global demands for standardisation. It encourages teacher educators to explore alternative theories within their own contexts, crafting new teacher education practices in universities and schools.
650 0 $a Teachers $x Training of $x Philosophy. $3 909332
650 1 4 $a Teaching and Teacher Education. $3 1001835
650 2 4 $a Educational Policy and Politics. $3 927935
650 2 4 $a Sociology of Education. $3 1001905
700 1 $a Singh, Parlo. $3 3290815
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a Teacher education research - shaping practice, policy and theory ; $v v. 1. $3 3754275
856 4 0 $u https://doi.org/10.1007/978-981-97-8939-9
950 $a Education (SpringerNature-41171)