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Post-unit thinking pedagogies = teaching to live beyond categories /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Post-unit thinking pedagogies/ by Neriko Musha Doerr.
Reminder of title:	teaching to live beyond categories /
Author:	Doerr, Neriko Musha.
Published:	Cham :Springer Nature Switzerland : : 2025.,
Description:	xv, 159 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1 Zooming In: Post Unit Thinking Study Abroad Programs -- Chapter 2 Connecting: The Commodity Project -- Chapter 3 Individualizing: The Liberatory Design Thinking Project -- Chapter 4 Multiscalar Networking: The Living with Difference Project -- Chapter 5.Neo-Immersing: An Idiolect Learning Pedagogy beyond Standardization -- Chapter 6 Compartmentalizing: Neo-Teaching-to-the-Test, The Swenson Method -- Conclusion.
Contained By:	Springer Nature eBook
Subject:	Teaching - Philosophy. -
Online resource:	https://doi.org/10.1007/978-3-032-05277-3
ISBN:	9783032052773

Post-unit thinking pedagogies = teaching to live beyond categories /
Doerr, Neriko Musha.

Post-unit thinking pedagogiesteaching to live beyond categories /[electronic resource] :by Neriko Musha Doerr. - Cham :Springer Nature Switzerland :2025. - xv, 159 p. :ill., digital ;24 cm.

Chapter 1 Zooming In: Post Unit Thinking Study Abroad Programs -- Chapter 2 Connecting: The Commodity Project -- Chapter 3 Individualizing: The Liberatory Design Thinking Project -- Chapter 4 Multiscalar Networking: The Living with Difference Project -- Chapter 5.Neo-Immersing: An Idiolect Learning Pedagogy beyond Standardization -- Chapter 6 Compartmentalizing: Neo-Teaching-to-the-Test, The Swenson Method -- Conclusion.

This book offers alternative theoretical approaches and pedagogies that challenge the worldview that divides things/people into bounded categories/units perceived to be internally homogeneous, what it calls "unit thinking" built on the nation-state ideology. Unit thinking is problematic not only because it is inaccurate but also because it encourages an imposition of the "ideal model" (e.g., the standard language) onto people and a hierarchization based on their proximity to the "ideal" (e.g., devalued "dialects"). This book explores an alternative approach-"post-unit thinking"-by drawing on the notions of "fetish" by Slavoj Žižek and Integrationist Linguistics by Roy Harris and suggests pedagogies in fields that capitalize on "learning from difference." Theoretically, this discussion of (post) unit thinking is of interest to researchers seeking alternatives to post-structuralist discussions of the politics of difference. This book is also a practical resource for practitioners in study abroad, service learning, and world language education.

ISBN: 9783032052773

Standard No.: 10.1007/978-3-032-05277-3doiSubjects--Topical Terms:

530140
Teaching
--Philosophy.

LC Class. No.: LB1025.3

Dewey Class. No.: 371.3

Post-unit thinking pedagogies = teaching to live beyond categories /
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505 0 $a Chapter 1 Zooming In: Post Unit Thinking Study Abroad Programs -- Chapter 2 Connecting: The Commodity Project -- Chapter 3 Individualizing: The Liberatory Design Thinking Project -- Chapter 4 Multiscalar Networking: The Living with Difference Project -- Chapter 5.Neo-Immersing: An Idiolect Learning Pedagogy beyond Standardization -- Chapter 6 Compartmentalizing: Neo-Teaching-to-the-Test, The Swenson Method -- Conclusion.
520 $a This book offers alternative theoretical approaches and pedagogies that challenge the worldview that divides things/people into bounded categories/units perceived to be internally homogeneous, what it calls "unit thinking" built on the nation-state ideology. Unit thinking is problematic not only because it is inaccurate but also because it encourages an imposition of the "ideal model" (e.g., the standard language) onto people and a hierarchization based on their proximity to the "ideal" (e.g., devalued "dialects"). This book explores an alternative approach-"post-unit thinking"-by drawing on the notions of "fetish" by Slavoj Žižek and Integrationist Linguistics by Roy Harris and suggests pedagogies in fields that capitalize on "learning from difference." Theoretically, this discussion of (post) unit thinking is of interest to researchers seeking alternatives to post-structuralist discussions of the politics of difference. This book is also a practical resource for practitioners in study abroad, service learning, and world language education.
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