Products related to Society:
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Teaching, Tutoring and Training in the Lifelong Learning Sector
This core text provides comprehensive support for pre-service and in-service trainee teachers in the Lifelong Learning Sector covering all they need to know to achieve QTLS status. Supporting trainees through all stages of their professional development, the text takes the reader through the theoretical background underpinning teaching and learning and offers practical guidance on day-to-day challenges. This fourth edition has been fully revised and updated and includes a new chapter on teaching practice with notes on observation and lesson planning.New information on behaviour management has been added to support trainees in an aspect of teaching that many find challenging.
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Unequal Learning : Education and Society in Contemporary China
Inequality has been soaring across the globe in the past decades. And the reproduction of inequality begins early in the life cycle: in homes and schools. In Unequal Learning, Xin Xiang analyzes the different kinds of learning that goes on in four drastically different Chinese schools: a rural school in a mountainous area; a public school in an impoverished region of an emerging city; a low-cost private school serving rural migrants; and a prestigious metropolitan public school that attracts the children of elite professionals and government officials.As she shows, the different learning opportunities available in these four communities contribute to the widening gulf between the rising metropolitan middle class and China's working classes.Within classrooms, children in urban elite schools experience pedagogies drastically different from those in less privileged communities, despite the common preoccupation with preparing for exams.Outside classrooms, urban elite children learn to lead, collaborate, and compete through a variety of organized activities while rural children acquire competency in farm and household work. Though these particular schools are located in China, Xiang demonstrates how these four Chinese schools and communities reflect global trends as much as local peculiarities.Ultimately, addressing these pervasive and deep-rooted educational inequalities requires moving beyond the paradigms of closing 'achievement gaps' and reducing 'learning poverty'.Xiang calls for a thorough rethinking of "whose knowledge and contribution counts" and "what good schools look like," in China and beyond.Powerfully argued and deeply researched, this will be essential reading not just for scholars of China, but anyone interested in how education systems both reproduce and exacerbate inequality.
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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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Democratic Education in an Armed Society : Learning to Live with Guns
Democratic Education in an Armed Society examines the points of intersection between school gun violence and democratic education.Tracing conversations about agency and mastery in the archives of liberalism, pragmatism and new materialism, Samantha Deane explores the connection between how we teach children to think of themselves as democratic actors and the unceasing plague of gun violence.Juxtaposing two images of political agency, Deane connects an essentialized view of humans as masters of themselves, objects, and history with discourses that aims to train individuals to be autonomous and rational users of objects like guns.This liberal view, she contends, gives us no way to think about how objects, narratives, and norms contour the selves we claim to be.Deane posits another way. She suggests that we learn to attend to the ways in which our ability to act in the world is shared and distributed.In a society shot through with guns an enamored with individualism, the future of associational life depends on whether we learn to do democracy with the objects we hold dear.It requires a reckoning with our constitutive betweenness and efforts to educate children to think while enmeshed within the complex association of human + gun.
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Is D a class society?
Yes, D is a class society. It is characterized by social stratification and the division of people into different socioeconomic classes based on factors such as wealth, income, education, and occupation. This results in unequal access to resources and opportunities, as well as disparities in power and privilege among different classes. These class divisions can have significant impacts on individuals' life chances and social mobility within D.
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How has society changed during the agricultural society, industrial society, and knowledge society?
During the agricultural society, people lived in small, rural communities and relied on farming and animal husbandry for their livelihood. The industrial society brought about urbanization, mass production, and the rise of factory work, leading to significant social and economic changes. In the knowledge society, advancements in technology and communication have led to a greater emphasis on education, information sharing, and the rise of the service industry. Overall, these shifts have led to changes in social structures, economic systems, and the way people interact and communicate with each other.
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What kind of society is German society?
German society is known for its strong emphasis on efficiency, punctuality, and order. It values hard work, discipline, and a strong sense of responsibility. The society also places a high value on education, innovation, and environmental sustainability. Additionally, German society is known for its strong social welfare system and commitment to social justice. Overall, German society is characterized by a balance between tradition and modernity, with a focus on stability and prosperity.
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What is a success society or performance society?
A success society is one in which individuals are valued and rewarded based on their achievements and accomplishments. In this type of society, there is a strong emphasis on personal success and the pursuit of excellence in various aspects of life, such as education, career, and personal goals. On the other hand, a performance society is one that places a high value on productivity, efficiency, and measurable outcomes. In this type of society, individuals are often judged based on their ability to perform well in their roles and meet specific targets or standards. Both types of societies can have positive aspects, but they can also create pressure and competition that may lead to stress and burnout for individuals.
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Early Childhood Education : Society and Culture
'The authors who have contributed to this book bring a wealth of expertise and a wide range of research findings.This gives the reader the opportunity to link theory with practice in a helpful and illuminating way' - Early Years UpdatePraise for the first edition:`...represents an enormously rich body of research and expertise focused on the objective of taking into account the social, historical and cultural dimensions of everyday activities in order to better understand children. …will undoubtedly be of interest and value to anyone with a similar concern' - Early Years Journal`...an international state-of-the-art early childhood education publication that sets out research-based evidence and critically links this with theory and practice.It is pitched at the graduate level and beyond. Readers will gain more from the book if they have a thorough base understanding of relevant learning and social-cultural theories and an open-mind to appreciate the perspectives presented in this book' - Childforum, New ZealandThis fully revised and up-to-date edition examines sociocultural and historical approaches to current theories of learning in early childhood education.It sets out research-based evidence linking theory and practice in early childhood settings. Written by leading figures in the field, the book extends a strong and traditional theme - the importance of the child's perspective and respect for each child's individual background. Within the context of early years settings, the book is structured around four overall themes:- the dynamics of learning and teaching - the nature of knowledge - assessment - evaluation and quality. This book is essential reading for undergraduate and advanced courses in early childhood studies.
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Ibn Khaldun : Education, History and Society
Ibn Khaldun (1332-1406) is a significant intellectual figure within the Muslim world. He is seen as the founding father of sociology, whilst making significant contributions in the fields of history, economics and philosophy.Despite the growth in the study of Ibn Khaldun in the West, his contributions to the field of social science is often limited to the academic communtiy.This book aims to bring the works of Ibn Khaldun to a much broader audience by drawing upon his magnum opus, the Muqaddimah, to provide insights into his ideas on education, sociology and history.
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Literature, Education, and Society : Bridging the Gap
In today’s classrooms, educators specializing in literature and the arts have found themselves facing an escalating crisis.Most obviously, they encounter serious budget cuts, largely because students tend in increasing numbers to prefer majoring in disciplines that provide clear, practical knowledge and the promise of relatively lucrative careers.These educators have addressed the crisis by stressing how the arts can also provide valuable forms of knowledge by testing moral values and by developing the skills of critical thinking required to understand the cost of apparently perennial social problems.Literature, Education, and Society offers a fresh strategy by focusing not on knowledge but on how literature and the arts provide distinctive domains of experience that stress significant values not typically provided by other disciplines.Practical disciplines tend to treat experiences as instances for which we learn to provide interpretive generalizations, making knowledge possible and helping us establish concrete programs for acting in accord with what we come to know.But the arts do not encourage generalizing from particulars.Instead they emphasize how to appreciate the particulars for qualities like sensitivity, intensity, and the capacity to solicit empathy.In order to dramatize this crucial difference, this book distinguishes sharply between a focus on "experience of" what solicits knowledge and a focus on "experience as" which encourages careful attention to what can be embedded in particular experiences.Then the book characterizes the making of art as an act of doubling. where the making fashions some aspect of experience and invites self-conscious participation in the intensity provided by the particular work.After exploring several aspects of doubling, the book turns to the vexed question of ethics, arguing that while this theory cannot persuade us that the arts improve behavior, its stress on art’s purposive structuring of experience can affect how people construct values, something essential to education itself.
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Transcending the Game : Debate, Education, and Society
A pathway to community, growth, and change This collection of inclusive essays explores the role of debate in understanding and critiquing injustice and inequality.Edited by Shawn F. Briscoe, these essays closely examine multiple approaches to debate, considering their respective merits and controversies.This detailed compilation analyzes how debate methodologies are useful in everyday life and whether certain approaches have any value at all. Briscoe provides an in-depth look into the varying styles of debate and contributes to a greater understanding of argument theory by discussing three stylistic approaches: audience-centered, technical/progressive, and non-traditional/performative.The book demonstrates that all three approaches offer students opportunity to engage in a socioemotional learning space, a discipline that prepares students for undergraduate and graduate work, a study that prepares participants for future careers, and a field that investigates current controversies and how to tackle them.Briscoe offers compelling narratives from BIPOC, LGBTQIA, and women authors that explore the personal impact of debate on social equality within this academic discipline, our educational system, and society. The diversity in gender and race of the contributing authors allows for a multitude of perspectives on the complex styles, benefits, and issues discussed in Transcending the Game.Briscoe peels back the mystery that shrouds the benefits of academic, competitive debate from outsiders and insiders alike.A myriad of personal narratives tell stories about the role of debate in their lives; challenge the unproductive discourse in debate, education, and society; and offer diverse insight into why we debate.
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How can society reintegrate dropouts back into society?
Society can reintegrate dropouts back into society by providing them with access to education and vocational training programs that can help them acquire the necessary skills for employment. Additionally, providing mentorship and support services can help dropouts navigate the challenges they may face when trying to re-enter society. Creating opportunities for dropouts to engage in community service and volunteer work can also help them rebuild their sense of purpose and belonging. Finally, addressing the underlying issues that led to their dropout, such as poverty, mental health, or family instability, is crucial for successful reintegration.
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How different is Japanese society from German society?
Japanese society and German society differ in several ways. In terms of cultural norms, Japanese society places a strong emphasis on harmony, respect for authority, and group consensus, while German society values individualism, direct communication, and punctuality. Additionally, the two societies have different approaches to work-life balance, with Japan known for its long working hours and strong dedication to the company, while Germany emphasizes a more balanced approach to work and personal life. Finally, the two societies have distinct historical and religious backgrounds, which have shaped their values, traditions, and social structures in unique ways.
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Are class society and bourgeois society the same thing?
Class society and bourgeois society are not the same thing, although they are closely related. Class society refers to a society in which individuals are grouped into different social classes based on their economic status, occupation, and power. Bourgeois society specifically refers to a society dominated by the capitalist class, known as the bourgeoisie, who own the means of production and exploit the working class for profit. While bourgeois society is a type of class society, not all class societies are necessarily bourgeois societies, as there can be other forms of class divisions based on factors other than capitalism.
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Is society hypocritical?
Society can be hypocritical at times, as it often holds individuals to certain standards or expectations while not always living up to those standards itself. For example, society may preach the importance of equality and justice, yet still struggle with issues of discrimination and inequality. However, it's important to recognize that society is made up of diverse individuals with varying beliefs and behaviors, so it's not fair to label all of society as hypocritical. Instead, it's important to work towards addressing and correcting the hypocritical aspects of society in order to create a more just and equitable world.
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